FQI^SIiKEACHING 

EJOJiiiflC  SCIENCE 

iiijliiiiiiliiiiiiiiiillliiiliiii'^ 


Equipment  for  Teaching 
Domestic  Science 


By  HELEN  KINNE  f 

Professor  of  Domestic  Science,  Teachers  College,  Columbia  University 


FIFTH   PRINTING 


BOSTON  COLLEGE  LIBKART 
CHESTNUT  HILL,  MASS, 

WHITCOMB  &    BARROWS 
BOSTON,  MASS.,  1916 


/    i'ff/^ 


Copyright,  1910,  by 
Teachers  College,  Columbia  University 

Copyright,  1911,  191 6,  by 
Whitcomb  &  Barrows 


PREFACE 

The  purpose  of  this  book  is  to  discuss  the  problems  that 
are  met  in  planning  a  domestic  science  equipment,  to  suggest 
practical  solutions  that  have  been  worked  out  through  experi- 
ence, and  to  give  a  description  of  what  is  done  in  some  of  the 
schools  and  colleges  of  this  country.  As  this  is  not  a  statistical 
report,  space  allows  only  a  few  schools  and  colleges  to  be 
mentioned. 

Thanks  are  due  to  the  teachers,  superintendents,  and  super- 
visors who  have  kindly  given  information  and  whose  institutions 
are  mentioned  in  these  pages;  to  the  members  of  the  domestic 
science  staff  of  Teachers  College;  and  to  those  students  in  the 
Department  of  Domestic  Science  at  Teachers  College  who  have 
collected  data  from  year  to  year.  It  has  not  been  possible  to 
publish  all  the  information  that  has  been  so  kindly  furnished. 

March,  1909  Helen  Kinne 

May,  1910  _  Teachers  College 

September,  igii 

Some  of  the  developments  that  bring  about  changes  in  equip- 
ment have  been  briefly  discussed  in  an  added  chapter. 

June,  1916 


CONTENTS 

Chapter  Page 

I    Introduction i 

II   The  Rooms        .        .        .        .    '    .        .        .        .  5 

III  The  Cooking  Laboratory 13 

IV  The    Dining    Room,    Laundry,    Equipment    for 

Home  Nursing 47 

V   The  Purchase  and  Care  of  Equipment        .        .  57 

VI   Total  Cost  of  Equipment 60 

VII    Cost  of  Maintenance 69 

VIII    Portable  Equipment  for  Lectures        ...  74 

IX    New  Developments  in  Household  Arts  Equip- 
ment .        .         .     ~ 79 

Illustrations  of  Equipment 87 

Index          . .  103 


EQUIPMENT    FOR   TEACHING 
DOMESTIC   SCIENCE 

CHAPTER   I 

INTRODUCTION 

To  the  question,  what  should  be  the  cost  of  domestic  science 
equipment  for  school  work,  the  answers  are  as  varied  as  the 
conditions  where  needs  are  to  be  met.  In  the  United  States  and 
Canada  there  are  in  existence  equipments  of  all  grades,  ranging 
from  those  used  in  the  country  district  or  city  settlement  school 
to  laboratories  and  appointments  not  to  be  surpassed  by  those  in 
the  best  equipped  university  laboratories  for  work  in  the  natural 
sciences. 

Work  in  domestic  science  has  been  developing  for  a  quarter 
of  a  century  and  many  well-equipped  laboratories  are  to  be  found. 
While  economic  conditions  in  the  public  schools  have  tended  to 
make  the  average  equipment  inexpensive,  yet  natural  pride  in  a 
city  system  or  school,  in  connection  with  gifts  from  private 
donors,  has  made  it  possible  to  equip  the  workrooms  with 
elaborate  and  beautiful  fittings.  Yet  such  equipment  may  be  no 
more  useful  to  the  school  and  community  than  something  much 
plainer.  It  is  difficult,  of  course,  if  not  impossible,  to  set  a 
definite  standard.  The  subject,  to  have  dignity,  should  be  well 
housed;  the  kitchen  and  other  rooms  should  be  as  attractive  as 
possible,  and  yet  no  funds  should  be  wasted  for  mere  show  or 
the  non-essentials.  Work  in  domestic  science  is  developing  now 
with  great  rapidity  and  would  be  installed  in  many  small  towns 
if  the  school  superintendents  could  know  that  an  equipment  may 
be  serviceable  and  still  comparatively  inexpensive.  The  future 
growth  of  this  work  and  its  usefulness  to  the  community  depend 
very  largely  upon  the  knowledge  of  what  such  equipment  may 


2  Equipment  for  Teaching  Domestic  Science 

be.  What  shall  be  our  guiding  principles  in  planning  an 
equipment  ? 

It  may  be  said  first  that  an  equipment  is  adequate  which 
enables  the  pupils  to  do  their  school  work  with  convenience  and 
without  loss  of  time.  This  means  in  the  cooking  room  that  the 
room  should  be  sufficiently  large  for  the  class,  that  the  sinks, 
stoves,  and  tables  should  be  so  placed  that  steps  are  saved  and 
crowding  avoided ;  that  there  should  be  enough  utensils,  and  these 
selected  in  relation  to  the  kind  of  work  given.  It  is  unfair  to 
overcrowd  a  class,  and  to  demand  good  work  where  tools  are 
lacking.  It  is  as  unjust  to  both  teacher  and  pupils  as  it  would 
be  to  expect  a  class  to  learn  to  write  without  paper,  pen,  and  ink. 
On  the  other  hand,  too  many  utensils,  especially  the  smaller,  con- 
fuse the  work  and  consume  unnecessary  time  in  cleansing  and 
keeping  in  order.  Then,  too,  in  this  case,  pupils  miss  the  oppor- 
tunity for  training  in  the  economic  use  of  their  tools,  and  do 
not  develop  ingenuity.  A  small  equipment,  well  selected,  may 
be  much  more  useful  than  a  large  and  ill-assorted  collection  of 
implements. 

In  the  second  place,  the  equipment  should  have  some  practical 
effect  on  the  community  where  the  school  is  placed.  All  articles 
and  utensils  should  be  such  as  can  be  used  by  the  children  in  their 
own  homes,  and  at  the  same  time  offer  an  incentive  to  the  better- 
ing of  home  conditions.  This  latter  is  true  even  in  the  well-to-do 
community,  for,  even  where  funds  are  not  wanting  for  domestic 
furnishing,  there  is  often  a  lack  of  knowledge  as  to  the  best  way 
to  adapt  means  to  ends. 

A  domestic  science  teacher  should  be,  therefore,  a  faithful 
student  of  mechanical  improvements,  since  the  manufacturers  in 
all  lines  of  kitchen  furnishings  are  making  changes,  sometimes 
for  the  better  and  sometimes  otherwise.  If,  for  instance,  a  wood 
stove  is  to  be  installed,  if  that  is  the  available  fuel  in  the  neigh- 
borhood, what  is  the  latest  and  best  pattern?  This  also  holds 
good  with  small  implements,  for  new  wares  and  new  forms  are 
put  on  the  market  almost  daily.  In  the  school  settlements  of 
the  Tennessee  mountains  may  be  found  striking  illustrations 
of  the  influence  of  the  school  furnishing  upon  the  neighborhood. 


Introduction  3 

The  house  in  which  the  teachers  Hve,  and  even  the  school  build- 
ings, are  like  the  mountain  cabins,  but  more  convenient  and 
better  built.  All  the  changes  are  of  such  a  nature  that  they  can 
be  copied  by  those  who  are  building  new  cabins,  or  the  old  can  be 
remodeled  by  the  occupants  with  little  trouble.  The  same  plan 
is  followed  in  the  simple  furnishings,  where  the  textiles  are  made 
by  the  mountain  women,  but  with  more  artistic  design  and  colors 
than  before.  The  result  of  this  is  that  many  people  have  taken 
the  hint  and  have  done  likewise.  In  some  such  way  as  this, 
domestic  science  rooms  should  be  true  models,  desirable  and 
possible  to  copy. 

In  the  advanced  work  of  our  college  departments  there  is  yet 
another  way  in  which  the  community  may  be  served.  Here  is 
the  place  for  experimenting  with  new  materials  and  devices,  and 
the  passing  on  to  the  housekeeper  and  the  lower  schools  informa- 
tion about  better  materials  and  machines. 

Then,  too,  both  the  school  and  the  college  may  have  an  in- 
fluence in  showing  that  the  kitchen  and  other  rooms  for  the 
practical  work  of  the  house  may  be  made  as  esthetically  pleasing 
in  their  own  way  as  the  living  room.  This  is  sometimes  for- 
gotten in  domestic  science  work.  One  of  the  best  instances  of 
a  beautiful  kitchen  is  that  in  the  public  school  system  of  Evans- 
ton,  Illinois.  The  room  in  itself  is  spacious  and  well  lighted, 
but  in  addition  it  has  a  harmonious  color  scheme  of  soft  brown, 
buff,  blue,  and  white.  This  is  carried  out  in  all  the  details  of  the 
room  with  pleasing  effect.  Attention  to  the  colors  used  in  walls, 
floors,  and  dishes  need  not  of  necessity  add  to  the  expense. 

A  knowledge  of  the  needs  of  the  community,  therefore,  and 
a  well-organized  scheme  of  work  are  foundational  in  planning  a 
truly  serviceable  equipment.  The  teacher  who  plans  it  should  be 
practical,  discriminating,  and  adaptable,  not  patterning  her  work 
entirely  on  what  is  done  elsewhere,  except  in  so  far  as  that  is 
appropriate  to  the  new  locality.  In  England  these  matters  are 
under  government  control;  in  the  board  schools  the  course  of 
lessons  and  equipment  are  determined  by  the  government. 
This  would  not  be  possible,  nor  desirable  in  this  country,  since 
conditions  are  so  varying.     Everything  depends,  then,  on  the 


4  Equipment  for  Teaching  Domestic  Science 

efficiency  and  common  sense  of  the  teacher  and  the  committee  in 
charge. 

This  book  will  treat  of  what  is  usually  known  as  domestic 
science  equipment  for  cookery,  table  setting  and  service,  house 
work,  laundering,  and  home  nursing.  It  should  be  noted  that 
some  of  the  rooms  for  these  purposes  may  be  utilized  for  work 
in  textiles  and  in  home  decoration. 


CHAPTER    II 
THE   ROOMS 

Two  situations  will  be  considered:  (i)  The  planning  for 
rooms  in  a  new  building,  and  (2)  the  refitting  of  rooms  used  for 
other  purposes. 

I.  The  Number.  In  elementary-school  work  it  is  often  pos- 
sible to  devote  only  one  room  to  domestic  science,  and  this  is 
usually  the  kitchen.  This  kitchen,  however,  can  be  used  for 
other  purposes  than  cooking.  Housework,  to  an  extent,  is  of 
course  taught  in  the  kitchen.  A  dining  table  may  also  be 
placed  in  this  room,  if  no  other  space  is  available,  and  the  table 
setting  and  service  taught  here.  With  a  small  portable  equip- 
ment some  of  the  simpler  laundering  processes  may  also  be  con- 
ducted. This  involves,  however,  some  space  where  the  laundry 
equipment  may  be  stored  when  not  in  use.  Where  no  other  room 
is  available,  housework  may  be  taught  in  other  parts  of  the  build- 
ing; sweeping  and  dusting,  for  instance,  in  the  classroom,  or  in 
the  teacher's  rooms,  if  such  exist.  Lessons  in  home  nursing  may 
be  given  in  the  classroom. 

In  high  schools  and  colleges  more  than  one  room  is  usually 
allowed.  One  of  the  first  to  provide  for  is  a  storeroom  for 
materials  and  utensils,  as  a  sufficient  space  for  storing  pro- 
visions makes  for  greater  economy  in  buying.  This  room  is, 
if  anything,  more  important  than  the  dining  room.  Next  a  dining 
room  may  be  added;  after  this  a  laundry,  and  then  some  room, 
or  rooms,  where  housekeeping  may  be  taught,  the  conditions  being 
made  as  much  like  the  home  as  possible.  The  need  of  something 
of  this  kind  has  been  felt  so  strongly  that  in  a  number  of  new 
buildings,  both  in  Canada  and  in  the  United  States,  a  suite  of 
rooms,  like  a  small  apartment,  has  been  provided;  in  other  cases 
a  small  house  has  been  made  available,  as  at  the  University  of 
Illinois. 


6  Equipment  for  Teaching  Domestic  Science 

2.  Shape  and  Size.  For  cookery  a  room  that  is  somewhat 
longer  than  it  is  wide  is  easy  to  arrange  to  advantage  and  is  also 
of  agreeable  shape.  A  long,  narrow  room  is  difficult  to  furnish 
conveniently  and  to  light  well,  unless  the  long  side  is  exposed  to 
the  light.  A  room  24  x  17  feet  is  of  good  proportion  and  is 
large  enough  for  twenty  pupils  without  extreme  crowding.  Such 
a  room  will  allow  for  two  gas  stoves,  two  sinks,  but  does  not 
leave  space  for  cupboards  to  extend  into  the  room.  Two  feet 
more  in  each  direction  is  a  better  size.  A  room  26  x  38  feet  allows 
for  from  twenty  to  twenty- four  pupils,  with  a  larger  amount  of 
equipment  at  the  sides  and  better  aisle  space.  There  is  no  room 
for  a  dining  table  in  the  first  room.  A  dining  table  could  be 
placed  in  the  last  in  the  center  of  a  rectangular  table.  A  store- 
room need  not  be  large,  but  should  be  amply  provided  with  cup- 
boards. A  room  13  x  14  feet  will  afford  good  storage  space  for 
classes  of  twenty  working  continuously. 

A  dining  room  13  x  16  feet  will  give  space  for  a  table  seating 
six  or  eight  guests,  leaving  room  for  a  small  sideboard  and  space 
for  the  waitress  to  pass.  It  is  indeed  economy  of  space  and  time 
to  have  a  dining  room  that  is  not  too  large. 

The  laundry  should  afford  space  for  the  tubs,  dryer,  and 
ironing  apparatus  unless  the  washing  and  ironing  are  done  in 
separate  rooms.  A  room  40  x  28  feet  allows  space  for  steam 
machinery  in  addition  to  other  equipment. 

When  a  suite  of  living  rooms  is  planned,  of  course  the  rooms 
cannot  be  large.  A  small  apartment  in  the  new  School  of  House- 
hold Arts,  Teachers  College,  Colurribia  University,  measures  18 
feet  7  inches  x  52  feet  6  inches.  An  apartment  at  Macdonald 
College,  Quebec,  Canada,  is  larger. 

A  number  of  our  colleges  and  universities  are  now  devoting 
a  whole  building  to  Household  Economics.  These  include  Do- 
mestic Art  and  Domestic  Science  and  laboratory  work  in  science. 
Such  a  building  is  found  at  the  University  of  Illinois  and  one 
has  just  been  added  to  the  University  of  Nebraska.  The  House- 
hold Arts  Building,  Teachers  College,  is  of  this  type. 

In  selecting  old  rooms  there  is  often  little  choice.  The  size 
of  the  class  should  be  determined  upon,  and  that  room,  or  those 


The  Rooms  7 

rooms,  assigned  that  fulfill  as  many  of  the  necessary  requirements 
as  possible.  This  plan  was  followed  in  1908  at  the  Public  School, 
Tenafly,  New  Jersey,  where  a  classroom  with  small  adjoining 
rooms  was  turned  into  a  cooking  room,     (See  Fig.  46.) 

3.  The  Location  and  Exposure.  The  top  floor  of  the  build- 
ing is  the  most  desirable  if  there  is  an  elevator  to  take  up 
supplies.  In  the  case  of  the  cooking  room  it  is  not  so  much 
a  question  of  light  as  of  the  possibility  of  better  ventilation,  if 
the  room  is  on  this  story.  Odors  from  the  cooking  are  less 
liable  to  penetrate  into  other  rooms  of  the  building.  This  seems 
to  be  equally  true  whether  there  is  a  ventilating  system  or  not 
If  the  basement  is  well  lighted,  the  cooking  room  can  some- 
times be  better  cut  off  from  the  rest  of  the  building  for  venti- 
lating purposes  than  if  it  is  in  any  of  the  intermediate  stories. 
This  question  of  lighting  is,  however,  a  most  important  one. 
North  light  is  good  for  all  laboratory  work.  If  the  windows 
are  well  placed  the  light  is  more  evenly  distributed  than  where 
the  exposure  is  southern.  Of  course,  the  sunlight  adds  to  the 
cheerfulness  of  the  room,  but  window  shades  should  be  well 
adjusted  in  this  case.  The  question  of  light  is  not  so  important 
in  any  of  the  domestic  science  work  as  in  the  work  of  the  textile 
and  sewing  classes ;  so  if  there  is  a  choice,  the  sewing  room  should 
have  the  better  light. 

4.  Ventilation.  If  there  is  a  ventilating  system  in  the  build- 
ing, extra  exhaust,  with  its  own  special  connection,  should  be 
provided.  Even  where  the  rooms  are  large  and  high,  the  ordinary 
ventilating  system  is  not  equal  to  removing  the  products  of  com- 
bustion and  the  odors,  and  to  keeping  down  the  temperature.  If 
there  is  no  ventilating  system  some  simple  device  should  be  used, 
in  order  to  utilize  the  windows  for  ventilation.  Of  course,  win- 
dows must  be  opened  wide  for  airing,  but  it  often  happens  that 
currents  of  air  affect  oven  temperatures  and  the  flames  of  gas 
stoves.  Boards  may  be  placed  under  the  lower  sash  of  the  win- 
dow, or  screens  (covered  with  cheesecloth)  may  be  used,  filling 
the  lower  sash  space.  Where  there  is  a  flue  in  the  room,  the 
chimney  can  sometimes  be  utilized  for  ventilation  by  having 
openings  into  the  flue.  If  any  number  of  gas  stoves  are  used, 
there  should  be  hoods  above  the  stoves. 


8 


Equipment  for  Teaching  Domestic  Science 


An  electric  fan  gives  relief  in  a  crowded  and  ill-ventilated 
cooking  room.     Such  a  fan  may  be  bought  for  about  $15. 

5.  Windozus  and  Doors.  The  windows  and  doors  should  be 
so  placed  that  the  wall  space  is  not  too  much  broken.  Plain 
stretches  of  wall  should  be  planned  for  cupboards  and  for  black- 
boards. Good  light  is  obtained  if  the  windows  are  all  on  one 
side  of  the  room,  provided  they  are  large,  and  the  room  is  not 
too  deep.    The  doors  should,  of  course,  open  outward. 

6.  Chimney  and  Flues.  The  chimney  and  flues  are  planned 
by  the  architect  in  relation  to  other  parts  of  the  building.     It  is 


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cfoseh 


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table. 


Spaco  for-  Block'boord  ondl  chatty. 


i 


Fig.  I.     School  kitchen  planned  for  16  pupils,  15  x  28  feet 

necessary,  if  possible,  to  see  that  the  chimney  is  well  placed  in 
relation  to  the  other  furnishings  of  the  room. 

7.  Gas,  Water,  and  Waste  Pipes,  Steam  and  Electric  Fittings 
have  also  to  be  planned  by  the  architect  in  connection  with  the 
whole  system.  The  same  caution  is  necessary  here  as  with 
the  chimney  and  flues. 

8.  Wall  Finish.  In  the  cooking  room  and  laundry  it  is  neces- 
sary to  have  the  wall  finish  washable.  While  this  is  desirable  in 
the  other  rooms,  it  is  essential  here.  The  ideal  finish  is  tiling 
extending  from  the  floor  six  or  seven  feet  upward.  The  wall 
above  this  tiling  may  be  painted.  If  the  tiling  is  too  costly,  the 
whole  wall  may  be  painted,  using  heavy  enamel  paint  below  and 
cheaper  above.  While  the  cost  of  paint  does  not  difl^er  in  differ- 
ent sections  of  the  country,  the  cost  of  labor  does,  and  any  esti- 


The  Rooms 


mates  given  here  can  be  approximate  only.  A  still  cheaper  finish 
is  paint  for  the  first  six  or  seven  feet,  with  a  durable  wall  wash, 
like  i\labastine,  above.  Alabastine  is  a  good  grade  of  calcimine 
to  be  bought  at  furnishing  stores  and  can  be  easily  applied.  It 
does  not  wash,  but  can  be  dusted  with  a  wool  wall  duster  or  soft 
cloth.  If  an  old  wall  is  to  be  done  over,  it  may  be  filled  and 
painted,  or,  if  the  lower  wall  is  in  too  bad  condition,  it  may  be 
covered  with  table  oilcloth  fastened  at  the  top  with  a  narrow 
strip  of  wood.     The  wall  above  the  strip   may  be  painted   or 


chart. 


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Fig.  2.     School  kitchen  planned  for  12  pupils,  20  x  zi  feet 

washed  with  Alabastine.  In  the  dining  room  it  is  possible  to 
have  the  wall  finish  somewhat  less  expensive.  Good  colors  can 
be  obtained  in  a  wash.  The  ceilings  may  be  washed  with  Ala- 
bastine or  ordinary  calcimine.  The  attractiveness  of  a  room 
depends  largely  upon  the  cleanliness  and  freshness  of  its  walls, 
and  here  it  is  that  the  choice  of  color  is  important. 

9.  Floor.  The  question  of  the  laboratory  floor  is  one  that 
is  much  discussed.  For  cleanliness,  durability,  and  attractiveness, 
tiling  is  the  best.  It  is  costly,  but  of  course  wears  well  and  may 
be  kept  absolutely  clean.  It  is  the  general  opinion  in  this  coun- 
try, however,  that  too  much  fatigue  results  from  the  use  of  the 
tiled  floor   for  laboratory  work.     A  good  hard   wood   is   con- 


lO 


Equipment  for  Teaching  Domestic  Science 


sidered  the  most  desirable.  Maple  is  one  of  the  best,  though 
yellow  Georgia  pine  is  also  excellent.  A  combination  of  tiling 
and  wood  works  well,  the  tiling  being  placed  under  the  sinks  and 
under  the  stoves,  in  the  former  case  for  cleanliness,  in  the  second 
for  cleanliness  and  also  for  proof  against  fire.  It  is  difficult  to 
have  the  tiles  run  into  the  woodwork  without  a  crack,  if  the  wood 


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f^ 


Ran^e, 


/ 


sinfx. 


Fig.  3.     School  kitchen  planned  for  15  pupils,  24  x  24  feet 

shrinks ;  but  if  a  crack  occurs  this  can  be  filled  in.  Terraza  and 
cement  floors  always  crack  and  are  not  desirable.  The  objection 
always  to  the  wood  floor  is  the  labor  involved  in  keeping  it  in 
order  from  day  to  day.  A  good  method  is  to  rub  the  floor 
occasionally  with  oil,  washing  the  floor  between  the  oilings,  or 
using  some  mixture  of  oil  and  wax.  At  Drexel  Institute,  Penn- 
sylvania, the  floors  are  stained,  waxed  and  rubbed,  brushed  with 
a  soft  brush  and  dust  cloth;  they  are  never  oiled  or  washed. 
Such  a  floor  is,  of  course,  somewhat  slippery,  which  might  be 
objectionable  in  a  laboratory  for  children.     Where  the  floor  is 


The  Rooms 


II 


not  new,  it  may  be  scraped,  planed,  and  stained,  and  then  treated 
with  oil  or  wax.  In  such  a  case  linoleum  is  an  excellent  floor 
covering.  The  best  cloth  should  be  selected,  of  the  inlaid  variety, 
not  painted  on  the  surface  as  in  the  cheaper  grades.  This  cover- 
ing is  pleasant  to  the  foot  and  is  kept  clean  with  no  great  diffi- 
culty. If  the  floor  underneath  is  at  all  rough  or  uneven,  this 
should  be  remedied  before  the  linoleum  is  laid.  Pains  must  be 
taken  to  fasten  the  linoleum  well  down  at  the  edges.     It  is  best 


Vertical  caas. 


Teoch9r<a 
Oaak. 


Btacktotirvl 


en 


pgtg| 


wHif 


I 


3: 


=E 


b! 


I 


Fig.  4.     School  kitchen  planned  for  24  pupils,  24  x  41  feet 


to  allow  it  to  stretch  for  a  time  before  this  is  done.  Cement  is 
sometimes  used  to  fill  the  space  between  the  linoleum  and  the 
wall.  This  is  not  an  inexpensive  covering,  since  a  good  linoleum 
costs  $1.50  a  square  yard,  and  it  is  not  worth  while  to  have  the 
cheaper  grade.  It  is,  however,  durable,  lasting  for  many  years. 
10.  Woodwork  should  be  as  plain  as  possible  and  without 
cracks  or  seams  or  elaborate  mouldings.  Plain  wood  finish  can  be 
easily  cared  for.  Well-painted  wood  also  gives  a  surface  that  is 
easily  kept  clean,  and  if  made  to  harmonize  with  the  color  of  the 
wall,  gives  a  pleasing  effect. 


12 


Equipment  for  Teaching  Domestic  Science 


Fig.  5.     School  kitchen  planned  for  16  pupils,  27  x  34  feet 


Cost  of  Wall  Finish  and  Labor 

(New  York  City,  January,  1909) 

Calcimine,  per  sq.  yd.,  i  to  3  coats about  $0.40 

Paint,  per  sq.  yd.,  i  coat .30 

Table  oilcloth,  per  yd.,  i^  yd.  wide .30 

Tiling,  glazed,  per  sq.  f t .60-.75 

Cost  of  Flooring  with  Labor 

Scraping  and  staining  old  floor,  i  coat  varnish per  sq.  yd.  $1.00 

Paint,  as  above  "    "     "      i.oo 

Linoleum     "     "     "       1.50 

Vitrified  tiling per  sq.  ft.       .40-.60 

Maple  flooring    "     "      "  .32 

Yellow  pine  flooring "     "     "  .35 

Figures  i  to  7,  inclusive,  show  kitchens  of  varying  shapes. 
Figure  8  is  the  floor  plan  of  the  small  apartment,  School  of 
Household  Arts,  Teachers  College. 

Figure  9  is  the  plan  of  a  whole  department. 


CHAPTER   III 

THE    COOKING   LABORATORY 

Points  for  special  study  in  addition  to  those  already  treated 
are  the  work  tables,  stoves,  sinks,  cupboards  and  lockers,  seats,j 


>: 


C/1i 


/f/fwaf 


r"T 


6/7  S 


JX 


B 


D 


rinkt 


R 


_j  I  II II  ■  ] 


stvtLUky 

n  .^'CF^ 


® 


/ 
(0 


\ 


(^eM'i^M 


a 

r 


3        C 


iKlTCHe-rf 


/ 


^ 


X 


S 


Fig.  6.    School  kitchen,  Mechanics  Institute,  Rochester,  N.  Y. 

refrigerator,  and  utensils.  It  is  especially  important  here  to 
study  the  placing  of  all  these  fittings  in  relation  to  one  another, 
that  all  may  be  easily  accessible  without  many  steps  for  either 
teacher  or  pupils. 

13 


14-  Equipment  for  Teaching  Domestic  Science 

I.     Work  Tables 

There  must  be  enough  table  space  to  allow  each  pupil  room 
for  work.     In  our  public  schools,  classes  must  be  large;  twenty 


MMkOmCi  »«ARO    jt—  ttMiVi  ^hHtM  OAjWrtU.  V0Vt5  ^ftlA5S  PlATK 


^w^ 


Hm6ES 

Benches 


jS^ 


Pin  '^ANDAMM. 


^ 


Windows  oh  thi^  si^e 


w/NDoyys. 


flAtI    Of  COOKIMG  ROOH  * 

Fig.  7.    Plan  of  cooking  room  fittings,  Public  Elementary  School,  Boston, 

Mass. 


The  Cooking  Laboratory 


15 


IS  a  good  number  for  one  teacher  to  handle,  though  twenty-four 
is  possible.  Above  this  it  requires  much  skill  in  the  teacher  to 
handle  her  class,  and  both  teacher  and  pupils  work  at  a  dis- 
advantage. The  general  practice  in  this  country  is  to  provide 
for  individual  work,  or  for  work  in  small  groups.  The  idea  that 
the  school  kitchen  should  be  as  much  like  the  home  as  possible 


Fig.  8.     Floor  plan  of  apartment,  School  of  Household  Arts,  Teachers 

College,  Columbia  University 


Rooms  for  domestic  arts  and  science  in  High  School,  Newton, 

Mass. 


is,  in  some  cases,  responsible  for  an  equipment  that  does  not 
allow  for  individual  activity.  Home  conditions  cannot  be  dupli- 
cated in  regard  to  table  space,  because  twenty  children  cannot 
work  well  at  a  table  large  enough  for  only  one  or  two.  If  the 
room  is  small  and  table  space  small,  the  class  must  number  less 
than  twenty.  A  work  table  to  be  convenient  must  also  be  so 
arranged  that  no  floor  room  is  wasted.    Here  the  strength  of  the 


i6  Equipment  for  Teaching  Domestic  Science 

teacher  may  be  saved,  if  an  arrangement  is  possible  that  enables 
her  to  see  easily  all  the  members  of  the  class  at  work. 

A  variety  of  floor  plans  is  possible,  and  there  is  a  wide  range 
of  selection  in  form  and  material,  with  a  corresponding  variation 
in  cost. 

Tables  may  be  either  movable  or  fixed. 

a.  Movable  Tables.  The  movable  table  is  advisable  where 
strict  economy  is  necessary.  Stained  packing  boxes,  or  common 
wooden  kitchen  tables,  either  old  or  new,  or  wooden  horses  with 
movable  boards  on  top,  have  been  used  successfully ;  and  in  some 
instances,  as  in  the  district  schools  of  Canada,  boards  are  placed 
on  top  of  the  desks  in  the  classroom.  In  one  school  in  the  United 
States  where  only  $ioo  could  be  appropriated  for  equipment,  the 
instructor  secured  library  tables  that  were  no  longer  in  use,  her 
pupils  assisting  her  in  scraping  the  tops  and  coating  them  with 
white  enamel  paint.  The  domestic  science  classes  in  this  school 
numbered  only  twelve  or  fifteen,  and  ample  working  space  was  thus 
afforded  at  the  cost  of  the  painting.  Such  simple  arrangements 
are  desirable  in  introducing  the  work  in  schools  where  funds  are 
limited,  or  in  city  settlement  schools. 

The  stained  packing  box  (see  Fig.  40),  dimensions  24  x  24  x 
325^  inches ;  cost  of  stain  and  shelf,  50  cents ;  zinc  top,  50  cents ; 
total,  $1.00. 

Kitchen  tables  cost :  without  drawer,  dimensions  3x2  feet, 
$1.89;  with  drawer,  dimensions  3x2  feet,  $2.80;  without  drawer, 
dimensions  3^  x  2^  feet,  $2.31;  with  drawer,  dimensions  3^  x 
2^  feet,  $3.29;  with  zinc  top,  dimensions  3x2  feet,  without 
drawer,  $4.35. 

If  the  top  of  the  kitchen  table  is  of  soft  wood,  this  involves 
much  scrubbing,  and  stains  cannot  always  be  removed.  Some 
form  of  mat  should  be  supplied  in  order  to  protect  the  table  from 
the  heat  of  a  hot  utensil.  A  good  varnish,  like  spar  varnish,  fills 
the  wood  and  makes  it  easier  to  keep  the  table  clean.  The  varnish 
is,  of  course,  easily  marred  by  heat  and  needs  to  be  renewed  from 
time  to  time. 

The  legs  of  the  table  are  more  easily  kept  clean  if  they  are 
painted  with  enamel  paint  or  coated  with  shellac,  and  the  cost  is 
very  slight. 


The  Cooking  Laboratory 


17 


The  kitchen  tables  can  be  arranged  in  any  of  the  ways  sug- 
gested for  the  fixed  tables,  and  gas  piping  can  be  connected  with 
them  and  an  individual  gas  stove  used  as  with  the  fixed  table. 
The  cost  for  a  class  of  twenty,  two  at  a  table,  using  tables  3^ 
X  2%  feet,  would  be  $18.90. 

h.  Fixed  Tables.  These  may  easily  be  made  very  costly ;  but 
tables  may  be  built  in  by  a  local  carpenter  at  comparatively  small 
expense.  It  is  better  to  have  them,  when  possible,  than  the  kitchen 
tables,  because  one  is  free  to  select  the  proper  dimensions,  and  a 
better  material  can  be  used  for  the  tops.    The  supports  of  the  table 


□ 


u 


□ 


Fig.  10.    Parallel 


Fiff.  II.    Slanted 


Fig.  12.    Hollow  Square 


are  sometimes  made  of  metal,  either  iron  piping  or  solid  iron, 
enameled  or  nickeled. 

A  new  table  is  on  the  market  where  the  top  only  is  of  wood, 
the  lower  part,  including  drawers  and  cupboards,  being  made  of 
steel.  This  is  expensive,  and  so  far  has  been  used  only  in  diet 
kitchens.  In  places  where  both  lumber  and  labor  are  high,  it 
would  be  well  to  submit  a  design  and  obtain  an  estimate  from 
some  firm  that  manufactures  school  tables.  This  is  supposed  to 
reduce  the  cost. 

A  ready-made  table  has  been  put  on  the  market  by  a  Western 
firm.  It  is  designed  for  two  pupils  standing  side  by  side;  has  a 
drawer;  a  top  of  some  composition;  two  gas  stoves  or  hot  plates 
of  the  bracket  pattern.    The  cost  is  about  $20. 

I.  Parallel  Tables.  (Fig.  10.)  These  are  convenient  in  a  long 
and  narrow  room,  and  also  in  a  room  where  serving  is  to  be 


i8 


Equipment  for  Teaching  Domestic  Science 


done  as  well  as  cooking ;  the  cooking  in  such  a  case  may  be  carried 
on  in  one  part  of  the  room  and  the  serving  in  the  other.  A  similar 
plan  is  used  in  Drexel  Institute,  Philadelphia,  where  two  parallel 
tables  are  placed  at  one  end  of  the  room,  leaving  good  space  at  the 
other  end  for  sinks,  stoves,  and  other  fittings.  (See  Fig.  51.) 
This  is  not  a  good  arrangement,  except  in  somewhat  small  classes, 
say  from  ten  to  sixteen ;  but  it  is  convenient  for  the  teacher,  who 
can  pass  down  easily  between  the  two  tables. 


Fig.  13.     Hollow  square  with  openings  adapted  to  a  particular  room; 

Fig.  14.    Group  tables 


2.  Double  Parallel  Tables.  This  is  an  excellent  arrangement 
for  economizing  floor  space,  but  it  is  a  diflicult  one  for  the  instruc- 
tor, since  she  must  sometimes  pass  rapidly  from  one  section  to 
another;  and  it  is  a  very  poor  arrangement  for  young  pupils. 
Then,  too,  the  gas  piping  for  individual  stoves  must  come  up 
through  the  center  of  the  table.  There  is  no  difficulty  in  this 
unless  a  gas  leak  occurs,  when  the  leak  is  very  difficult  to  repair. 

3.  Slanted  Tables.  (Fig.  11.)  This  is  a  plan  that  obviates 
somewhat  the  difficulty  in  the  parallel  tables.  Here  twenty-four 
pupils  may  easily  be  accommodated  in  a  comparatively  small  space, 
and  the  teacher  standing  at  one  end  can  easily  look  down  the  three 


The  Cooking  Laboratory 


19 


tables  and  see  where  help  is  needed.    This  has  been  used  success- 
fully in  a  public-school  kitchen. 

4.  The  Rectangular  or  Hollow  Square.  (Fig.  12.)  If  space 
is  available,  this  is  by  far  the  best  table  arrangement  for  all  school 
work,  and  some  instructors  prefer  it  for  college  work.  This  ar- 
rangement may  be  varied  in  the  floor  plan  to  suit  the  shape  of  the 
room.  The  figure  given  illustrates  a  form  wide  open  at  one  end. 
The  table  may  be  made  to  accommodate  a  larger  number  of  pupils 
by  having  a  small  opening  at  both  ends.     Fig.   13   shows  the 


Z^ 


IS.** 


-JlL- 


TDROF 

T1Ro^^^- 


Zf- 


ile 


2.-2- 


front   View  £nc/Vievv 

Fig.  15.    Table  with  open  shelves  only,  or  shelves  with  drop  front 


same  form  with  irregular  openings  adapted  to  a  particular  room. 
There  should  always  be  two  openings  in  the  table.  The  great 
advantage  of  this  arrangement,  in  general,  is  that  the  instructor 
is  able  to  observe  her  class  easily  and  pass  from  one  pupil  to 
another  without  any  loss  of  time. 

5.  Group  Tables.  (Fig.  14.)  Group  tables  economize  space 
and  allow  the  pupils  to  pass  back  and  forth  through  the  room 
with  freedom.  The  objection  is  the  same  as  in  the  case  of  the 
double  parallel;  that  is,  the  teacher  cannot  see  all  the  pupils  at 
the  same  time.  This  plan  is  not  a  good  one  for  elementary-school 
work;  it  may  be  used  in  secondary-school  work,  although  it  is 
better  still  for  maturer  students. 


20  Equipment  for  Teaching  Domestic  Science 

6.  Single  Tables  in  Rows.  The  single  table  gives  each  pupil 
individual  freedom  and  a  condition  more  like  that  in  the  home 
kitchen.  This  arrangement  is  in  use  at  the  Carnegie  Technical 
School,  Pittsburgh,  and  at  the  School  of  Household  Arts,  Teach- 
ers College.  In  the  latter  school  the  tables  are  placed  back  to 
back,  with  a  row  of  stoves  between  the  rows  of  tables.  Single 
tables  may  also  be  arranged  in  a  rectangular  form.  This  plan  is 
too  costly,  on  the  whole,  for  school  work,  since  the  labor  in- 
volved in  making  is  more  than  that  in  building  a  continuous 
table.     It  is  an  excellent  plan,  however,  for  advanced  students. 

7.  Dimensions.  The  dimensions  are  of  great  importance. 
]Much  fatigue  is  avoided  by  having  a  high  table  for  adults.  A 
wide  table  makes  work  difficult  for  elementary  pupils.  Height: 
minimum,  31  inches  for  children;  maximum,  32  to  34  inches  for 
adults.  Depth:  minimum,  20  inches  for  children;  maximum,  24 
inches  for  adults.  The  20-inch  depth  is  rather  narrow,  except  for 
young  children.  Any  depth  beyond  24  inches  is  not  generally  use- 
ful, especially  as  the  reach  is  too  long  if  the  individual  gas  stoves 
are  placed  at  the  back  of  the  table.  Width  for  each  pupil :  mini- 
mum, 24  inches ;  maximum,  as  much  as  the  size  of  the  room  and 
the  funds  will  allow;  30  inches,  however,  allows  good  working 
space.  Twenty-four  inches  can  be  used  only  with  children,  and 
even  then  it  is  a  little  crowded.    This  space,  however,  will  serve. 

8.  Designs  for  Shelves,  Drawers,  and!  Cupboards.  It  is  these 
table  attachments  that  add  materially  to  the  cost  of  the  table,  not 
so  much  in  material  as  in  the  labor  involved  in  construction.  They 
do  add,  however,  to  the  utility  of  the  table,  and  save  much  time 
and  labor  in  the  carrying  about  of  utensils  and  materials.  For 
school  work  the  simplest  design  is  on  the  whole  the  best.  Elabo- 
rate arrangements  make  the  care  of  the  table  more  difficult  besides 
adding  to  the  cost  of  making.  Tables  with  a  drawer  below  are 
adequate  and  much  more  convenient  on  the  whole  than  those 
tables  that  have  the  cupboard  below.  It  is  difficult  to  reach  the 
cupboard  to  keep  it  in  order  and  to  keep  it  clean. 

a.  The  simplest  attachment  is  a  shelf  placed  beneath  the  table 
top  at  a  distance  of  6  or  6^  inches  and  open  on  all  sides.  (Fig. 
15.)     The  chief  recommendation  for  this  plan  is  its  cheapness. 


The  Cooking  Laboratory 


21 


Small  utensils  can,  of  course,  be  kept  on  this  shelf,  but  in  order  to 
take  them  out  or  put  them  away  the  pupils  have  either  to  bend  or 
kneel,  and  the  utensils  are  difficult  to  reach ;  then,  too,  the  shelf  is 
open  to  the  dust.  This  plan,  however,  is  in  use  in  some  of  our 
public-school  kitchens,  and  in  one,  at  least,  of  the  technical  train- 
ing schools.     (See  Drexel  Institute  Kitchen,  Fig.  51.) 

h.  Inclosed  shelf  with  drop  front.  (Fig.  15.)  This  plan  costs 
more,  but  the  dust  is  kept  out. 

c.  A  single  drawer  of  the  depth  indicated,  with  partitions, 
will  hold  all  the  small  utensils  necessary  and  make  them  more 


Front  V/iew  £-h4Vi€W 

Fig.  16.    Table  with  one  drawer 


available  than  they  are  with  the  shelf,  or  drop  front.  (Fig.  16.) 
It  is  true  that  it  is  not  easy  to  keep  the  drawer  clean.  The  pupils 
are  apt  to  leave  the  drawer  open  a  crack,  and  flour  and  crumbs 
easily  fall  in.  This  objection  can  be  partly  overcome  by  having 
the  table  top  project  at  least  one  inch  beyond  the  front  of  the 
drawer,  and  also  by  training  the  pupils  to  close  the  drawer. 

The  drawers  should  be  subdivided  with  movable  partitions,  in 
order  that  the  small  utensils  may  be  kept  well  in  order.  The  parti- 
tions may  be  made  of  thin  wood,  to  move  in  slots,  such  as  are 
found  in  desk  drawers.  Usually  two  partitions  are  used,  but  at 
the  Lillian  Massey  School,  University  of  Toronto,  a  drawer  with 
many  partitions,  allowing  not  more  than  one  article  in  each  space, 


22 


Equipment  for  Teaching  Domestic  Science 


proves  very  convenient.  White  table  oilcloth  is  recommended  for 
the  bottom  of  the  drawer,  although  some  teachers  prefer  to  have 
plain  shellac,  which  can  be  renewed  from  time  to  time,  or  enamel 
paint. 

d.  A  cupboard  below  with  drawers  either  for  utensils,  or  for 
utensils  and  provisions.     (Figs.  17  and  18.) 

The  arrangement  indicated  in  the  plate  gives  room  for  a  suffi- 
cient number  of  utensils  for  advanced  work.     The  drawers  are 


1 


"^\\.t  Tqp 


Fig.  17.    Table  with  drawers  and  cupboards  underneath 


arranged  as  in  Fig.  18.  The  provision  drawer  holds  sugar,  flour, 
salt,  pepper,  and  the  common  spices.  This  plan  saves  labor  and 
time  in  carrying  about  these  provisions.  The  roll  front  does  away 
with  the  inconvenient  door  and  costs  very  little  more  than  the  door. 
The  disadvantage  of  this  low  cupboard  is  that  the  utensils  are 
difficult  to  reach.    This  model  is  expensive. 

e.     Drawers  and  cupboards  below  and  above.     (Fig.  19.) 
/.     Shelves  above  and  drawers  and  cupboards  below.  (Fig.  20.) 
These  two  models  can  be  used  only  where  the  individual  stove 
is  not  to  stand  on  the  top.    They  are  the  designs  of  the  tables  used 


The  Cooking  Laboratory 


23 


at  Teachers  College  in  the  School  of  Household  Arts.  In  Fig.  19 
the  cupboards  are  placed  above  at  a  convenient  height  in  order 
that  they  may  be  easily  reached.  The  bottom  of  the  cupboard  is 
high  enough  above  the  top  of  the  table  to  make  all  of  the  top 
available.  In  Fig.  19  the  stove  is  entirely  separate  from  the  table. 
Fig.  20  shows  another  arrangement  with  most  of  the  cupboard 
and  drawer  space  below,  with  only  one  shelf  above,  where  books 


Slide   on  top  of  each 

Lardo  Drawer 


i 

-r  ~-p 

IS  rf  fh6«. 


©© 
©© 
©© 
©© 

00 
© 

Tin  Boxes. 

?  s 

13 

14- 

S  of  these. 


g.  18.    Details  of  the  same  table  as  in  Fig.  17 

and  other  articles  may  be  placed.  The  stove  is  attached  to  the  side 
of  the  table,  with  a  slate  back,  thus  having  the  stove  top  level  with 
the  table  top. 

These  designs  may  be  used  in  any  of  the  floor  plans  indicated, 
yet  certain  combinations  are  better  than  others.  The  design  with 
shelf  only  would  not  be  good  form  for  a  group  table  arrangement. 
The  drop  front,  or  single  drawer,  may  be  used  with  any  of  the 
floor  plans.    Fig.  17,  if  used  in  one  of  the  continuous  plans,  gives 


24 


Equipment  for  Teaching  Domestic  Science 


space  for  stools  underneath.  Other  designs  for  both  the  continu- 
ous and  the  group  table  may  be  found  in  the  different  illustrations 
in  this  pamphlet. 

9.  Other  Table  Attachments.  Where  the  group  table  or  single 
table  is  used,  a  small,  swinging  towel  rack  of  wood  or  nickel  may 
be  attached  to  the  side.  Hooks  for  dish  pans  may  be  screwed  into 
the  side  of  the  table,  or,  in  case  of  the  continuous  table,  placed  on 
the  inside.  Space  for  a  moulding  board  may  be  allowed  under  the 
table  top  and  above  the  drawer ;  care  should  be  taken,  however,  to 
see  always  that  the  moulding  board  is  dry  before  it  is  slipped  into 
place.    A  less  expensive  arrangement  is  to  buy  a  small  moulding 


•f-CONT    VltV^-  -CzNp      VIEW- 

Fig.  19.     Drawers  and  cupboards  below  and  above  the  table  top 


board  and  hang  it  on  the  end  of  a  single  or  group  table,  or  under- 
neath a  continuous  table  at  right  angles  to  the  length  of  the  table 
between  the  drawers. 

10.  Materials.  The  table  top  and  other  parts  of  the  table  must 
be  considered  separately,  since  a  cheaper  material  may  be  used 
below,  while  the  top  must  be  of  good  quality.  The  top  should  be 
easy  to  clean,  non-absorbent,  fireproof,  if  possible,  durable  and 
not  resonant.  It  is  impossible  to  find  any  one  material  that  com- 
bines all  these  qualities.  Wood  is  cheaper  than  any  form  of  the 
fireproof  materials,  and  must  be  used  for  this  reason  in  many 
places.  The  wood  should  always  be  protected  by  some  kind  of 
mat,  say  zinc,  metal-lined.  Hard  woods  are  desirable,  and  of 
these  maple  is  the  best.  It  has  a  hard,  close  grain,  a  good  color, 
and  better  wearing  qualities  than  oak.     Of  the  fireproof  tops  in 


The  Cooking  Laboratory 


25 


use,  slate  is  one  of  the  cheaper,  but  it  is  unattractive  in  color  and 
absorbs  grease.  Marble  comes  next  in  the  scale  of  cost,  but  it 
stains  and  shows  scratches.  Glass  and  vitrified  tiling  are  about 
the  same  in  price,  but  so  far  as  it  has  been  tried  glass  has  not 
proved  satisfactory.  A  number  of  kinds  have  been  in  use,  and  if 
information  is  correct,  in  every  case  the  glass  has  finally  cracked 
with  heat.  Where  the  stove  is  not  placed  on  the  table  top,  the  new 
opaque  glass  is  an  ideal  material ;  the  surface  is  entirely  non- 
absorbent  ;  it  is  smooth,  easily  cleansed,  and  does  not  crack  when 
an  ordinary  weight  is  dropped  upon  it.     Vitrified  tiling  is  non- 


PLAN    or'  F3.i<^>-i-r   1-1  AN  O    P(3A<OT'fe<a- 


Fig.  20.    One  shelf  above,  drawers  and  cupboards  below  top  of  table 

absorbent,  has  a  good  color,  cleanses  easily,  and  has  no  surface 
glazing  to  crackle  with  the  heat.  If  well  laid  there  is  no  warping 
of  the  top.  The  one  objection  is  that  the  cement  wears  out  by 
degrees  and  dirt  collects.  The  vitrified  tiling  comes  in  either 
the  hexagonal  or  the  square  form,  and  gives  most  satisfactory  and 
desirable  tops.  An  attempt  has  been  made  to  have  this  tiling 
moulded  in  large  sections,  but  in  the  baking  these  sections  warp. 
There  are  a  number  of  compositions  on  the  market  that  are 
sometimes  recommended  for  table  tops.  One  of  these  is  known  as 
alberene.  One  or  two  teachers  have  reported  this  top  as  not  satis- 
factory in  regard  to  durability.  With  most  of  these  compositions, 
there  is  cracking,  and  they  are  absorptive.     Another  material  is 


26  Equipment  for  Teaching  Domestic  Science 

known  as  white  enameled  lava.  This  is  in  use  at  the  Carnegie 
Food  Laboratory,  Boston,  Mass.  This  material  is  said  to  bear  heat 
well  and  to  be  non-absorptive.    It  is,  however,  very  costly. 

Cost  of  Table  Tops 

Maple,    without    labor per  sq.  ft.    $0,075 

Vitrified   tiling,   with   labor "     "      "     .40-.60 

Opaque  glass,  Novus  24  x  24  in 6.75 

Cost  of  Tables 

(Prices  Quoted  New  York  City,  December,  1909) 

Fig.  16,  single  drawer,  maple  top,  ash  below,  20  pupils $100.00 

Fig.   17,  vitrified  tile  top  held  with  nickel-plated  bars,  quartered 

oak  below,  20  pupils 725.00 

Fig.  17,  vitrified  tile  top  held  with  nickel-plated  bars,  ash  below, 
$50  less  than  above. 

Fig.  17,  maple  top,  ash  below 500.00 

Fig.  19,  drawers  and  cupboards,  oak,  top  of  Carrara  glass,  nickel- 
plated  supports,  each  pupil 78.00 

Fig.  20,  same  material  as  the  one  above,  each  table 43.00 

II.  Seats 

It  is  necessary  to  provide  seats  of  some  kind,  even  if  little  time 
is  given  in  the  cooking  laboratory  to  recitation.  If  the  cooking 
room  is  large,  the  best  arrangement  is  to  place  two  or  three  rows 
of  seats  or  chairs  at  the  end  of  the  room  near  the  blackboard.  This 
enables  the  teacher  to  gather  her  class  for  a  short  time  for  discus- 
sion or  note  taking.  It  is  seldom,  however,  that  space  permits  this 
arrangement.  If  not,  stools  should  be  provided  or  some  kind  of 
seat  attached  to  the  working  table. 

I.  Stools.  This  is  the  most  inexpensive  form  of  seat,  if  a  plain 
wood  top  stool  is  furnished.  A  stool  should  be  selected  with  legs 
that  spread  as  little  as  possible ;  the  height  depends  upon  the  height 
of  the  table.  Children  should  be  given  a  lower  stool  than  adults. 
It  is  convenient  to  have  a  stool  low  enough  to  push  underneath  the 
table.  This  is  possible  if  the  table  has  a  shelf  or  one  drawer  under- 
neath. Stools  are  always  more  or  less  in  the  way  of  the  pupils 
when  they  are  at  work,  therefore  they  should  be  pushed  either 


The  Cooking  Laboratory 


27 


back  against  the  wall  or  under  the  table.  The  legs  should  be 
tipped  with  rubber  in  order  to  avoid  noise  when  they  are  moved. 
A  more  comfortable  stool  has  a  cane  seat.  A  back  is  sometimes 
attached,  but  the  stools  are  used  so  little  that  the  back  is  not  really- 
necessary  and  adds  to  the  expense.  Stools  may  be  purchased  at 
almost  any  furniture  dealer's,  and  reduced  rates  are  given  by  the 
dozen. 

2.     Attached  Seats.     There  are  two  kinds : 

a.  A  seat  that  pulls  out  from  underneath  the  drawer  of  a  table. 
This  is  the  cheapest  of  the  attached  seats.  It  should  be  planned 
when  the  design  is  made,  and  built  in  by  the  carpenter.    It  may 


Fig.  21.     Section  of  continuous  table,  with  place  for  swinging  seat 

be  used  with  either  the  continuous  or  the  group  table  where  the 
space  below  the  drawer  is  not  filled  up  with  a  cupboard.  It  may 
easily  be  pushed  back  when  not  wanted  and  is  therefore  con- 
venient ;  care  should  be  taken  to  have  it  made  sufficiently  strong. 
Its  great  disadvantage  is  its  discomfort,  owing  to  the  cramped 
position  that  it  necessitates.  It  can  be  used  only  for  a  short  space 
of  time. 

h.  A  wooden  seat  with  an  iron  bracket  may  be  attached  to  the 
side  of  a  table  arranged  according  to  the  group  plan;  and  with 
some  designs,  on  a  continuous  table.  (See  Fig.  21.)  The  bracket 
may  be  hinged  to  swing  sideways  and  the  seat  may  be  made  to 
turn  down.  There  is  a  variety  of  these  seats  on  the  market, 
which  may  be  obtained  from  some  of  the  large  stool  or  store  furni- 
ture companies.    They  cost  less  when  purchased  by  the  dozen. 


28  Equipment  for  Teaching  Domestic  Science 

Prices  are:  plain  wooden  stool,  17  inches  height  x  13  inches 
diameter,  50  cents;  cane  seat  stool,  21^  inches  height  x  13^ 
inches  diameter,  $1.50;  wooden  seat  with  iron  bracket  (Fig.  23), 
about  $2.00. 

III.     Stoves 

The  kind  of  stove  selected  depends  upon  the  fuel  or  fuels  that 
are  used  in  the  neighborhood  of  the  school.  The  grade  and  pat- 
tern depend  upon  the  resources  of  the  school  and  the  home 
conditions  of  the  pupils.  In  the  public  schools  of  our  large  cities 
it  is  well  to  have  both  coal  and  gas,  since  both  of  these  fuels  are 
in  common  use.  In  cities  where  the  gas  rate  is  reasonable  and  the 
nickel  in  the  slot  system  is  used,  the  use  of  gas  is  increasing.  In 
smaller  towns  coal  is  apt  to  be  the  ordinary  fuel,  except  in  natural 
gas  regions.  In  some  rural  districts  wood  is  still  in  use.  The  use 
of  kerosene,  however,  is  very  common  in  small  towns  and  in  rural 
districts,  and  in  such  cases  there  should  be  a  good  kerosene  stove. 
There  is  no  reason  why  the  use  of  the  small  kerosene  stove  and 
some  form  of  the  fireless  cooker  should  not  be  taught  in  the  city 
schools,  since  they  make  for  economy  and  for  comfort  in  the 
summer  to  the  city  dweller.  A  useful  lesson  to  a  public  school 
would  be  the  making  of  the  fireless  cooker,  which  may  be  done  at 
so  little  expense  and  which  is  really  so  valuable. 

A  fireless  cooker  for  school  use  is  made  in  a  large  wooden  pail, 
with  three  cushions,  one  for  the  top  and  one  for  the  bottom,  and 
a  long  one  which  will  fit  the  inner  circumference  of  the  pail.  In 
this  space  a  granite  kettle  to  fit  should  be  placed.  The  cushions 
should  be  covered  with  denim  and  filled  with  either  excelsior  or 
hay  or  sawdust.  A  fireless  cooker  may  be  even  cheaper  than  this 
one ;  but  if  an  inferior  pail  is  used  it  is  apt  to  leak,  and  if  the  outer 
box  is  not  well  made  it  is,  of  course,  not  air-tight.  An  old  wash 
boiler  or  a  wooden  packing  box  may  be  used  in  place  of  the 
wooden  pail,  if  in  good  condition,  or  an  old  trunk. 

In  laboratories  for  research  work,  and  those  where  teachers 
are  trained,  as  many  types  of  stoves  should  be  furnished  as  possi- 
ble— coal,  gas,  kerosene,  electric  attachments,  denatured  alcohol 
stoves,  the  Atkinson  cooker,  and  the  fireless  cookers. 


The  Cooking  Laboratory  29 

Two  sizes  of  stoves  need  to  be  supplied :  the  large  stove,  usually- 
placed  at  the  side  of  the  room,  and  the  individual  stove  placed 
upon  the  work  table,  one  for  each  pupil.^  For  a  class  of  twenty 
children  doing  individual  work,  two  stoves  of  ordinary  size 
should  be  provided  in  order  to  afford  space  for  baking,  or  one 
gas  stove  and  one  coal  stove.  Sometimes  portable  ovens  are  used, 
placed  upon  the  individual  stoves,  but  these  are  not  altogether 
satisfactory. 

A  gas  stove  of  some  well-known  make  should  be  selected,  care 
being  taken  to  see  that  the  burners  have  drilled  holes,  and  that 
burners  and  tops  are  so  arranged  as  to  be  easily  cleansed.  The 
oven  should  be  double,  the  oven  burner  giving  a  good  blue  flame. 
A  gas  stove  that  has  the  oven  above  is  easier  for  an  adult  to 
use  than  the  ordinary  form  with  the  oven  below ;  the  stoves  with 
the  oven  below  the  top  are,  however,  less  expensive. 

The  coal  stove  need  not  be  large  nor  expensive  for  school  use ; 
indeed,  it  is  better  to  have  a  small  portable  range,  easily  managed 
by  the  pupils,  than  a  large  and  expensive  one.  A  range  with  six 
holes,  a  good  oven  and  damper  arrangements,  and  removable  tops 
can  be  bought  at  a  reasonable  price.  Large  ranges,  costing  from 
$70  upward,  are  not  serviceable  except  in  diet  kitchens  or  lunch 
rooms,  where  a  large  amount  of  food  is  to  be  cooked.  A  stove 
plain  in  construction  and  finish  should  be  selected,  if  possible, 
rather  than  those  designs  with  absurdly  elaborate  decoration. 

Price  List  of  Stoves  and  Hoods 

Gas  stove,  4  burners,  with  broiler  and  oven $18.50 

Gas  stove,  same  dimensions  as  above,  oven  above 25.20 

Small  portable  coal  range,  6  holes,  good  oven  and  drafts,  re- 
movable tops   14.00-15.00 

Coal  range,  8  holes,  2  ovens,  shelf  for  dishes,  water  back,  re- 
volving and  sifting  grate,  top  of  oven  plastered  to  be  non- 
conducting, about 30.00 

Large  coal  range  of  steel,  or  the  French  range 70.00 

Hood,  about 10.00 

Electric  oven,  dimensions  17  x  13  x  12  in.  (inside) 30.00-40.00 

*In  the  German  Housekeeping  Schools  the  stoves  stand  in  the  center  of 
the  room,  or  free  from  the  wall. 


30  Equipment  for  Teaching  Domestic  Science 

Blue  flame  kerosene  stove,  2  burners,  portable  oven $10.00-15.00 

Aladdin  oven  on  stand,  lamp  underneath 30.00 

The  commercial  fireless  cookers 3.50-30.00 

Homemade    fireless    cookers 1.00-2.00 

Individual  Stoves.  The  purpose  of  these  small  stoves  is  to 
allow  for  individual  work.  The  argument  that  they  are  not  prac- 
tical, because  different  from  the  stoves  used  at  home,  is  answered 
by  the  fact  that  the  use  of  the  small  stove,  either  gas  or  kerosene, 
is  common  in  both  city  and  country  homes.  In  city  schools  the 
small  stoves  are  always  gas  stoves,  but  kerosene  may  be  used 


Fig.  22  Fig.  23 

Table  with  stove  at  side  Table  with  stove  in  center 

Manual  Training  High  School,  Toledo,  Ohio 


when  gas  is  not  available.  The  blue  flame  kerosene  stove  is  better 
than  the  yellow  flame,  although  it  is  more  expensive. 

Electric  plates  are,  as  yet,  too  costly  for  general  use.  For 
instance,  one,  7  inches  in  diameter,  cost  $8.25  (net)  in  1907. 

As  yet  denatured  alcohol  stoves  are  expensive.  In  the  course 
of  a  few  years  we  shall  probably  have  stoves  of  a  type  which  will 
be  most  useful  for  individual  school  work. 

a.     The  Single  Gas  Stove. 

The  most  economical  plan  is  to  buy  one  of  the  small  gas  stoves 
on  the  market.  Many  good  stoves  may  now  be  found  at  house 
furnishing  shops,  or  they  can  be  bought  directly  from  the  manu- 
facturer.   A  gas  stove  for  this  purpose  should  stand  high  enough 


The  Cooking  Laboratory 


31 


from  the  table  to  allow  the  table  to  be  cleansed  easily;  the  top 
should  be  large  enough  to  hold  a  good-sized  utensil  well,  and  as 
flat  as  possible,  in  order  that  the  utensil  may  not  tilt.  The  legs  of 
the  stove  should  not  spread  too  much.  The  burner  should  be  of  a 
form  easy  to  be  cleansed.  Several  makes  have  a  removable  burner 
that  may  be  easily  washed.  A  nickel-plated  stove  is  easily  kept 
clean,  although  it  discolors  from  continuous  use. 

These  stoves  may  be  attached  by  rubber  tubing  to  a  gas  pipe 
that  runs  along  the  back  of  a  continuous  table,  or  may  be  connected 
by  gas  piping.     In  group  tables  gas  piping  may  be  run  through 


Fig.  24.    Hot  plate  No.  i,  used  at  Teachers  College 


the  table  and  the  small  stove  attached  to  that.  The  rubber  tubing 
should  be  of  the  kind  used  in  a  chemical  laboratory.  The  advan- 
tage of  the  rubber  tubing  is  that  the  stove  may  be  easily  moved 
when  the  table  is  to  be  scrubbed,  and  it  also  allows  the  stove  to  be 
pulled  forward,  if  necessary,  toward  the  front  of  the  table.  It  has 
to  be  renewed  from  time  to  time,  and  should  be  carefully  wired 
on  to  the  stove  to  prevent  slipping  off.  Gas  pipe  makes  the  stove 
steadier,  but  of  course  the  stove  cannot  be  moved.  A  hinged 
joint  was  tried  in  one  school,  which  allowed  the  stove  to  be  turned 
upward  while  the  table  was  being  cleaned;  the  plan  was  not 
thought  to  be  successful,  because  leakage  frequently  occurred  at 
the  joints. 

A  number  of  special  patterns  have  been  devised,  made  to  order, 
and  used  with  success. 

Hot  Plate  No.  i,  used  at  Teachers  College,  Columbia  Univer- 
sity. (Figs.  24  and  31.)  This  plate  has  a  cast-iron  top  with  two 
holes,  and  a  cover  on  each.  The  supports  have  holes  at  the  base 
which  slip  over  nickel-plated  pins  fastened  on  the  back  of  the  table. 


32 


Equipment  for  Teaching  Domestic  Science 


A  Bunsen  burner  with  a  rose  top  is  used  for  each  hole.  Care 
should  be  taken  in  selecting  a  Bunsen  burner  to  see  that  the 
diameter  of  the  top  is  not  too  wide,  for  the  flames  should  not 
extend  beyond  the  edge  of  the  hole  in  the  hot  plate.  The  Bunsen 
burners  may  be  attached  by  rubber  tubing,  or  by  iron  piping  so 
joined  that  the  stopcock  is  at  the  side  of  the  hot  plate.  The 
advantage  of  this  plate  is  that  it  allows  room  for  two  utensils 


c^otG^ 


A 


r 


£ 


Fig.  25.     Hot  plate   No.  2,  used  at  Hartford  High  School 

with  the  full  gas  flame  underneath,  and  also  with  covers  and 
the  gas  turned  low  will  allow  cooking  at  a  low  temperature. 
The  heat  is  evenly  distributed  throughout  the  plate,  and  thus  the 
plate  is  more  like  the  top  of  an  ordinary  stove.  If  held  by  pins 
and  not  screwed  to  the  table,  it  is  easily  taken  off  to  be  cleaned 
and  also  for  the  cleansing  of  the  table.  Its  one  disadvantage 
is  that  it  radiates  a  great  amount  of  heat. 

A  better  design  for  this  hot  plate  would  probably  be  an  attach- 
ment by  a  bracket  of  the  right-angled  variety  fastened  to  the  back 
of  the  table.  This  would  leave  the  table  space  entirely  free.  This 
latter  plan  would  be  possible  only  on  a  continuous  or  single  table. 


The  Cooking  Laboratory  33 

Hot  Plate  No.  2.  (Fig.  25.)  This  is  a  modification  of  No.  i. 
It  was  designed  for  the  Hartford  High  School  by  Mr.  Charles 
Howe.  The  gas  piping  comes  up  through  the  table  and  forms  a 
support  for  the  plate  itself,  as  well  as  for  the  Bunsen  burners. 
This  leaves  the  tables  free,  and  it  is  considered  by  those  who  have 
used  it  to  be  a  most  convenient  form  of  the  hot  plate. 

Hot  Plate  No.  3.  (Fig.  49.)  This  is  in  use  at  the  Technical 
High  School,  Cleveland,  Ohio.  It  has  no  covers.  This  plate  has 
a  removable,  slightly  raised  grate  above  the  burner,  and  also  a 
cup  which  hangs  in  the  opening  and  surrounds  the  burner,  protect- 
ing the  wood  table  from  the  heat.  The  cup  is  also  removable  for 
cleansing.  This  makes  it  unnecessary  to  have  the  woodwork  of 
the  table  protected. 

One  objection  to  the  individual  stove  placed  on  the  table  top  is 
that  the  height  is  inconvenient  when  a  utensil  is  placed  on  the 
stove.  This  difficulty  may  be  obviated  in  a  table  of  the  group  type 
by  sinking  the  stove  in  an  open  space  at  the  center  of  the  table, 
thus  having  the  stove  top  level  with  the  table  top.  (Fig.  23.) 
Another  arrangement  which  has  the  same  result  is  to  attach  the 
stove  to  the  side  of  the  table.  This  has  been  done  in  one  cook- 
ing room  at  the  Manual  Training  High  School,  Toledo,  Ohio. 
(Fig.  22.)  This  device  has  been  adopted  in  one  of  the  laboratories 
of  the  School  of  Household  Arts,  Teachers  College,  Columbia 
University.  A  stove  with  an  oven  underneath  is  attached  to  the 
table.  (Fig.  20.)  The  table  is  protected  from  the  heat  of  the 
stove  by  slate. 

h.     Continuous  Rack,  Bunsen  Bvirners. 

This  style  of  stove  is  considered  convenient  by  some  teachers. 
The  stand  itself  is  a  permanent  fixture  in  connection  with  the 
table,  is  therefore  steady,  and  leaves  clear  table  space  when 
the  gas  pipe  runs  on  the  back  of  the  table  or  comes  up  through 
the  table.  Bunsen  burners  are  used  underneath  the  stove  and 
are  attached  as  already  indicated.  Most  of  the  designs  are  easily 
cleansed.  This  arrangement  is  not  inexpensive,  since  the  work 
must  be  done  to  order  and  special  work  is  costly  nowadays. 
In  any  case,  with  this  type  of  stove  it  would  be  necessary  to 
submit  the  design  to  a  local  plumber  for  an  estimate. 


34 


Equipment  for  Teaching  Domestic  Science 


Rack  No.  I.    In  this  design  the  supports  are  of  iron  piping,  the 
top  being  made  of  heavy  wire  gauze ;  strong  supports  are  fastened 


• 

,..-l...... 

^^ 

\ 

.  * 

o  •■. 

E 


^  FT^  ■--—/»         "  Hr 


riMD. 


1. 


.^v- 


•/•<• 


V-.-     R' 


SIDE 


13 


==jm 


tn^jm 


f-'S^ 


1 


^gsi;: 


•TOP 


Fig.  26.     Continuous  stand,  Bunsen  burners,  Simmons   College,  BostOA, 

Mass. 


Topwew 


'bi^-^"i 


^~f" 


OEJAILTUftON  GRILL 


A 


JX 


/fflowr  v/ew 


£a;o  u/evv 


Fig.  27.    Continuous  rack,  Bunsen  burners,  Mechanics  Institute,  Rochester, 

N.  Y. 


to  the  table.     Piping  is  used  for  the  lengthwise  and  crosswise 
supports  of  the  wire. 

Rack  No.  2.     In  this  design  the  supports,  top,  and  movable 
cross-bars  are  of  nickeled  steel.     See  Fig.  26  for  dimensions  and 


The  Cooking  Laboratory  35 

details.     This  form  is  now  used  at  Simmons  College,  Boston, 
Massachusetts. 

Rack  No.  3.  This  form  is  in  use  at  the  Mechanics  Institute, 
Rochester,  New  York.  Here  the  bars  are  not  movable,  and  so  the 
stand  is  less  expensive.  The  price  is  included  in  the  estimate  of 
the  cost  of  the  whole  table  on  page  65.     (Figs.  2y  and  52.) 

Price  List 

Each         20 
Stove     Pupils 

Hot  plate  No.  i   (with  plain  iron  top) $375      $75-00 

Hot  plate  No.  2 2.50        50.00 

Hot  plate  No.  3 1.50        30.00 

Rack  No.  I,  24-inch  table  space,  including  burners 60.00 

(Estimate  given  by  New  York  plumber) 

Rack  No.  2   (per  running  ft.) 3.50 

Gas  piping  attachment,  45  ft.,  including  connections  for 

40  Bunsen  burners,  and  labor 36.18 

Rubber  tubing,  20  in.,  each  burner,  per  yd .^Z 

Bunsen  burners,,  rose  tops ,50 

Portable  ovens  for  use  on  small  stoves 2.00 

Zinc  mats,  asbestos-lined,  12  x  12  in .40 

IV.     Sinks 

Both  large  and  small  sinks  may  be  used  in  the  cooking  room, 
the  large  at  the  side  of  the  room,  as  in  the  home  kitchen,  the  small 
sinks  connected  with  the  tables  or  standing  near  them.  The  use 
of  a  number  of  small  sinks  adds  materially  to  the  cost  of  the  equip- 
ment, both  in  the  cost  of  the  sinks  themselves  and  in  the  addi- 
tional plumbing  necessary.  In  an  inexpensive  equipment  only 
one  sink  is  possible,  or  two  at  most.  The  small  sinks  add  greatly 
to  the  convenience  of  the  kitchen,  for  the  hot  and  cold  water  are 
thus  near  the  work  table.  Where  parallel  tables  are  used,  small 
sinks  may  be  placed  at  the  ends  of  each  section ;  in  the  rectangular 
table,  at  the  corners ;  with  the  single  group  tables,  at  the  side  or 
between  the  tables.  (Figs.  19  and  20,  and  49  and  50.)  The 
chief  objection  to  this  plan  is  the  additional  plumbing  that  has 
to  be  cared  for,  as  untrained  workers  may  be  careless  in  allow- 
ing scraps  of  materials  to  pass  into  the  trap.    This  arrangement 


36  Equipment  for  Teaching  Domestic  Science 

does  not  work  well  unless  attention  is  paid  to  training  the  pupils 
in  the  care  of  the  sinks. 

The  best  material  on  the  whole  is  porcelain.  An  iron  sink 
enameled  is  fairly  desirable,  though  liable  to  crack.  It  is  better  to 
use  a  sink  of  the  commercial  type,  rather  than  to  have  a  sink, 
either  zinc  or  slate,  fitted  into  the  work  table.  This  latter  arrange- 
ment does  not  allow  for  open  plumbing,  while  the  former  does. 

Nickel  plate  is  a  good  material  for  all  the  sink  attachments.  A 
faucet  permitting  a  continuous  supply  of  water  should  be  selected, 
since  this  allows  for  thorough  flushing  of  the  traps  and  also 
will  furnish  power  for  running  a  knife  cleaner  or  some  other 
mechanical  device.  The  danger  from  flooding  may  be  avoided 
by  an  overflow  opening. 

The  trap  should  be  of  the  S  variety,  easily  opened  for  cleans- 
ing.    The  strainer  over  the  trap  should  be  fine. 

A  drain  board  is  often  provided  for  a  large  sink  at  the  side  of 
the  room.  If  this  is  of  wood,  however,  it  is  extremely  hard  to  keep 
clean.  A  porcelain  drain  board  is  expensive,  and  needs  always  to 
have  a  cloth  placed  upon  it  when  dishes  are  drained  on  it.  A 
small  kitchen  table  beside  the  sink,  covered  either  with  zinc  or 
table  oilcloth,  is  much  less  expensive  and  on  the  whole  more 
cleanly,  if  not  quite  so  convenient. 

The  prices  range  according  to  style  and  size  from  $25  to  $80. 
Secondhand  porcelain  sinks  may  be  purchased  for  from  $3  to 
$6.    This  price  is  quoted  in  New  York  City,  March,  1909. 

V.     Shelves  and  Cupboards 

A  good  supply  of  shelf,  cupboard  room,  and  drawers  adds 
much  to  the  convenience  of  the  laboratory.  It  is  almost  impossi- 
ble to  say  just  how  much  these  articles  should  cost.  The  amount 
of  space  devoted  to  these  fittings  must  vary  greatly  with  the 
amount  of  wall  space  available.  Then  the  lumber  and  carpenter 
work  vary  greatly  in  dififerent  parts  of  the  country.  The  follow- 
ing suggestions,  however,  may  prove  useful. 

Shelves  may  be  made  of  packing  boxes  to  accompany  the 
cooking  tables  made  of  the  same  kind.    (Fig.  40.)    A  ready-made 


The  Cooking  Laboratory  37 

kitchen  cupboard  is  furnished  at  house  furnishing  stores,  that  is 
not  expensive  and  that  may  be  used  where  no  great  amount  of 
space  is  necessary.  These  ready-made  cupboards  have  the  ad- 
vantage of  doors  which  keep  out  dust.  (Fig.  30.)  Then,  again, 
a  carpenter  can  construct  open  shelves  of  some  cheap  wood  which 
may  be  stained  or  painted  and  a  curtain  of  washable  material  hung 
in  front. 

The  next  step  in  advance  is  the  closed  cupboard  with  glass 
doors  the  whole  length,  or  with  glass  doors  above,  cupboards  and 
drawers  below.  The  woodwork  may  be  either  a  painted  wood  or  a 
better  grade  of  wood  with  the  natural  finish.  Shelves  should  be 
provided  of  varying  widths;  wide  shelves  or  cupboards  deep 
enough  to  hold  large  utensils,  say,  six-quart  kettle  or  a  steam 
cooker.  A  cupboard  too  deep  or  a  shelf  too  wide,  however, 
wastes  space.  A  set  of  narrow  shelves  wide  enough  for  a  small 
jar  economizes  space  and  time.  If  several  rows  of  jars  are  set 
upon  a  deep  shelf  it  is  not  easy  to  find  those  that  stand  behind  and 
it  is  difficult  to  keep  the  jars  in  order.  There  should  be  graded 
spaces  between  the  shelves.  This  can  be  arranged  for  by  having 
the  shelves  movable,  unless  it  is  determined  beforehand  just  what 
articles  are  to  stand  upon  the  shelves. 

Prices 

Packing  box  shelf,  13  x  27  x  41^^  in.,  stained,  with  curtain  rod  and 
washable  curtain  (see  Fig.  46) $0.50 

Open  shelves,  washable  curtain  (carpenter  estimate,  New  York  City, 
Jan.   1909),   (per  running  ft.) 15 

Cupboard,  40  x  15  x  72  in.,  furnished  by  a  department  store  (see 
Fig.  36) 9-75 

Cabinet,  in  pine,  stained,  17^  in.  long  x  16  in.  deep  x  8  f t.  8  in.  high 
(Estimate  for  town  in  Ontario,  furnished  by  Macdonald  Insti- 
tute)         70.00 

VI.    Other  Fittings  for  the  Cooking  Room 

It  is  well,  if  possible,  to  have  a  blackboard  on  the  wall;  if  a 
movable  blackboard,  either  hanging  or  standing  on  the  floor. 

Where  hot  water  is  not  supplied  and  where  there  is  gas  in  the 
building,  it  is  necessary  to  have  a  gas  water  heater  in  the  room. 


38  Equipment  for  Teaching  Domestic  Science 

Many  designs  are  furnished  by  gas  supply  companies,  and  a  good 
one  can  be  bought  for  about  $10.  If  there  is  no  gas  and  no  hot 
water,  a  water  back  should  be  connected  with  the  coal  stove.  If 
these  arrangements  are  all  impossible,  a  large  pail  should  be  pro- 
vided where  a  sufficient  amount  of  water  can  be  heated  on  the 
stove. 

Supply  Tables.  It  is  necessary  to  have  somewhere  in  the  room 
a  table  for  supplies,  which  may  also  be  used  by  the  teacher. 

If  space  allows,  it  is  well  to  have  two  tables,  one  devoted 
entirely  to  the  teacher's  use.  An  ordinary  kitchen  table  will,  of 
course,  serve  for  the  former,  which  may  be  left  unfinished,  or 
covered  with  a  kitchen  oilcloth.  A  convenient  table  for  the 
teacher,  especially  if  she  demonstrates,  is  one  of  the  ready-made 
tables  with  drawers  underneath  for  utensils  and  some  provisions. 
One  of  this  type  can  be  obtained  for  from  $5  to  $6.  Where  the 
rooms  are  large  and  not  near  the  source  of  supplies,  it  is  well 
to  have  the  supply  table  on  rollers.  This  may  have  a  shelf 
underneath. 

Rolling  table,  soft  wood,  one  shelf  underneath,  top  and  shelf 
zinc-covered,  36  inches  long  by  2y  inches  wide  by  32  inches  high, 
cost  in  New  York  in  1906,  $8.  A  rolling  table,  oak,  one  shelf 
underneath,  37/4  inches  long  by  17%  inches  wide  by  31  inches 
high,  cost  in  New  York  in  1902,  $36. 

Refrigerators.  These  range  in  style  and  price  from  the  small 
and  inexpensive  ice  box  to  the  expensive  patterns  with  many  com- 
partments and  very  fine  finish.  The  size  of  the  refrigerator  de- 
pends, of  course,  upon  the  amount  of  work  done  in  the  kitchen. 
The  large  refrigerator,  of  course,  makes  it  possible  to  keep  sup- 
plies over  from  day  to  day  and  class  to  class,  when  these  are 
meeting  frequently.  The  prices  range  from  $5  to  $75  upward. 
A  refrigerator  of  the  latter  size  gives  space  for  materials  for  400 
students  a  week.  Pains  should  be  taken  to  select  a  refrigerator 
constructed  on  good  principles,  if  possible  with  a  tiled  or  enameled 
lining.  There  are  many  of  these  on  the  market,  well  packed  to 
save  ice  and  well  ventilated.  The  discount  from  the  printed  price 
is  always  large  to  any  school.  A  good  refrigerator  well  cared  for 
is  an  excellent  object  lesson. 


The  Cooking  Laboratory  39 

Plate  Warmers.  Where  steam  heat  is  available  a  plate  warmer 
may  be  installed  which  will  also  serve  as  a  bread  raiser.  Plate 
warmers  are  furnished  by  radiator  companies  for  use  in  dining 
rooms,  or  a  plate  warmer  can  be  constructed  of  sheet  iron  by  a 
local  plumber. 

VII.    Utensils 

Great  care  needs  to  be  exercised  in  the  selection  of  utensils  for 
school  use,  since  the  success  of  the  work  depends  so  much  upon 
having  the  right  tools  at  hand.  It  is  not  economy  to  buy  poor 
utensils.  It  is  better  to  have  one  knife  with  a  good  edge  than  two 
cheaper  ones  bought  from  the  ten-cent  store.  It  is  also  better, 
where  funds  are  low,  to  have  one  good  knife  rather  than  an  in- 
ferior knife  and  an  apple  corer.  Few  people  recognize  the  fact 
that  a  good  knife  is  an  indispensable  kitchen  tool. 

In  general,  utensils  should  be  selected  that  are  easily  kept 
clean,  without  seams,  angles  and  cracks  where  the  food  easily 
collects.  Many  utensils  and  dishes  that  are  attractive  to  the  eye 
are  found  lacking  in  these  requirements.  It  is  well  to  discover 
whether  a  pitcher  will  pour,  before  it  is  purchased.  A  coffeepot 
with  a  lip  rather  than  a  spout  is  not  only  labor  saving,  but  fur- 
nishes better  coffee,  since  the  long  spout  is  often  imperfectly 
cleaned. 

Materials.  On  the  whole,  some  kind  of  enamel  ware  is  the 
best  for  most  utensils ;  the  attractive  white  enamel  does  not  wear 
so  well  as  some  of  the  darker  colors.  Poor  tin  is  not  economical, 
as  it  does  not  wear  well.  The  enamel  ware  is  good  for  measuring 
cups,  plates,  pitchers,  saucepans,  and  those  utensils  used  where 
the  heat  is  not  too  intense.    Frying  pans  should  be  of  iron  or  steel. 

Earthenware  should  be  used  when  possible  for  bowls  and  jars, 
and  the  heavier  kind  for  certain  cooking  processes,  as  in  the  bak- 
ing of  pop-overs,  puddings,  and  the  slow  cooking  of  meat  and 
other  food  in  the  oven. 

Sizes.  For  individual  work  the  utensils  should  not  be  too 
large;  a  pint  bowl,  pint  saucepan,  and  a  double  boiler  holding  a 
quart  are  large  enough.  Some  large  utensils,  both  kettles  and 
pans,  are,  of  course,  to  be  provided  for  group  work.    It  must  be 


40 


Equipment  for  Teaching  Domestic  Science 


remembered  that  no  two  teachers  will  select  identical  sets  of  uten- 
sils. The  following  list  is  intended  to  give  what  may  be  called  a 
fair  average ;  this  could  be  used  in  high-school  work  as  well  as  in 
elementary-school  work.  Such  a  list  would  form  part  of  an  equip- 
ment costing,  say,  from  $400  to  $500  or  more.  It  would  need  to 
be  cut  down  for  an  equipment  costing  from  $2CX)  to  $300.  In 
cutting  down  this  list  fewer  articles  could  be  furnished  to  each 
pupil  and  a  number  of  utensils  could  be  omitted,  as,  for  instance, 
the  set  of  larding  needles.  The  ice-cream  freezer  can  be  omitted 
and  the  homemade  variety  substituted — a  large  tub  and  tin  pail 
or  wooden  pail. 

Suggested  List  of  Utensils 


One  for  Each  Pupil 

(*Two 

Each) 

Size 

Material 

Price 

Bowl* 

I  qt. 

Earthen 

$0.16 

Bread  board 

Small 

Wooden 

45 

Dover  beater 

.10 

Egg  beater 

Medium 

Wire 

.05 

Frying  pan 

Small 

Iron 

.15 

Kitchen  fork 

Steel,  wooden  handle 

•15 

Kitchen  knife 

Steel,  wooden  handle 

•15 

Mat 

8  in.  sq. 

Asbestos 

.05 

Measuring  cup 

Half-pint 

Tin 

.05 

Mixing  spoon 

Medium 

Wooden 

.06 

Pan 

Small 

Granite 

.22 

Pepper  shaker 

Glass 

•IS 

Plate 

Granite 

.18 

Pop-over  cup 

Earthen 

.05 

Salt  shaker 

Glass 

.15 

Saucepan  with  cover 

I  pt. 

Granite 

.30 

Spatula 

Medium 

Steel 

.24 

Tablespoon 

Plated 

•25 

Teaspoon* 

Plated 

•IS 

Vegetable  knife 

Steel,  wooden  handle 
Cost  per  pupil 

.15 

$3.21 

For  20  pupils 

$64.20 


The  Cooking  Laboratory 


41 


One  for  Two  Pupils 
(tOne  for  Each  Preferred) 


- 

Sise 

Material 

Price 

Biscuit  cutter 

Tin 

$0.15 

Bread  pan 

Medium 

Tin 

.25 

Coffeepot 

I  pt. 

Granite 

.25 

Colander 

Medium 

Tin 

.38 

Dishpan 

Small 

Granite 

•75 

Double  boilerf 

I  qt. 

Granite 

.50 

Grater 

Small 

Tin 

.08 

Potato  masher 

2 

Wire,  wooden  handle 

.10 

Rinsing  pan 

Granite 

.50 

Rolling-pin 

Wooden 

.15 

Scrubbing  brush 

Small 

Wooden  back 

.05 

Skimmer 

Small 

Tin 

.04 

Strainer 

Medium 

Tin 

•IS 

Teapot 

I  pt. 

Earthen  (Japanese) 

.25 

Vegetable  brush 

Small      Wooden  back 
Cost  for  2  pupils 

.05 

$3.65 

For  class  of  20 

One  for  Four  Pupils 

Apple  corer 

Tin 

$0.10 

Bowl 

3  qt. 

Earthen 

.15 

Chopping  bowl 

Wooden 

.15 

Chopping  knife 

Steel 

.45 

Muffin  pan,  deep 

8  in.  pan 

Block  tin 

.40 

Nutmeg  grater 

Tin 

.04 

Pitchers 

I  and  15^  pts. 

Earthen 

.10, 

.15,  .25 

I,  2,  and  3  qts.                            .40, 
Cost  per  4  pupils 

.55  (j 

IV.)  .29 

$1.58 

For  class  of  20 

One  for  Ten  Pupils 

Baking  dish 

3  pts. 

Earthen 

$0.18 

Cake  pan 

Medium 

Tin 

•SO 

Double  boiler 

2  qts. 

Granite 

I.OO 

Griddle 

Medium 

Steel 

.60 

Griddle  cake  turner 

Iron 

•OS 

Kettle 

4  qts. 

Granite 

1.50 

Lemon  squeezer 

Glass 

.05 

$36.50 


$7.90 


42 


Equipment  for  Teaching  Domestic  Science 


Saucepan 


Size 
2  qts. 


Material 
Granite 


Price 

$o.6s 


Cost  per  10  pupils 

$4-53 

For  class  of  20 

One  for  Twenty  Pupils 

(*Two  Preferred) 

Bread  knife 

Steel 

$0.49 

Can  opener 

.10 

Cleaver 

Steel 

75 

Cofifee  mill 

.83 

Coffeepot 

2  qts. 

Granite 

.85 

Corkscrew- 

•25 

Flour  sifter 

Tin  (revolving  handle) 

•15 

Fruit  jars,  2  doz. 

^  pt. 

Glass  (lightning) 

2.24 

Frying  kettle* 

Large 

Iron 

1.88 

Funnel 

Medium 

Tin 

.15 

Ice-cream  freezer 

3  qts. 

2.CX) 

Jelly  glasses,  2  doz. 

Glass  (tin  covers) 

76 

Knife  sharpener 

Wheel 

3.00 

Larding  needles,  set 

Steel 

•59 

Measure 

I  pt. 

Tin 

.15 

Measure 

I  qt 

Tin 

.25 

Meat  knife 

Medium 

Steel 

1. 00 

Pudding  mould* 

3  qts. 

Tin 

.39 

Scales  (spring) 

To  12  lbs. 

1-25 

Steamer* 

Medium 

Tin 

1.50 

Strainer 

I  qt. 

Wire 

.30 

Teakettle 

Large 

Granite 

1.30 

Toaster 

Medium 

Wire 

•25 

Tray 

Medium 

Japanned 

.35 

$9.06 


Articles  for  Holding  Provisions 


I  bin 

Large 

Metal,  n 

6  covered  jars 

4  qt. 

Earthen 

6  covered  jars 

6  qt. 

Earthen 

I  doz.  Jap.  lid  jars 

I  qt. 

Glass 

1  doz.  Jap.  lid  jars 

2  qt. 

Glass 

I  doz.  screw-top  or  glass- 

stoppered  jars 

I  pt. 

Labels  of  different  sizes 

$20.78 


$2.00 
1.20 
1.80 
2.00 
3.60 

300 
1. 00 


The  Cooking  Laboratory  43 

Size      Material  Price 
I  large  wire  box  (like  cheese 

box)  $5.00 

As  much  cupboard  and  closet  room  as  possible  


$19.60 


Towels,  etc. 

40  dishcloths                             yi  yd.      Linen  $2.00 

50  dish  towels                             i  yd.      Linen  7.50 

6  roller  towels                                        Linen  1.80 


11.30 

Total  cost  of  utensils  for  class  of  20 $169.34 

VIII.    Equipment  for  Housework 

A  list  of  articles  is  appended  which  is  sufficient  for  the  ordi- 
nary school  kitchen.  For  the  class  teaching  in  housework,  a  larger 
number  of  articles  has  to  be  provided.  It  is  possible,  however,  in 
an  elementary  or  high-school  class  to  have  the  cleaning  of  the 
room  treated  as  group  work,  which  of  course  reduces  the  number 
of  articles  of  any  one  kind. 

Blacking  brush $0.25 

Broom 35 

Cheesecloth  dusters    (10) 50 

Dustpan 25 

Floor  brush 35 

Lamp  cloths  (2)   15 

Mop  and  handle 40 

Pail,  indurated  fiber 30 

Scrubbing  brush .30 

Whisk  broom 20 

Window  cloths,  cleaning  cloths,  etc i.oo 

$4.05 
IX.    Apparatus  for  Scientific  Experiment 

It  is  well  in  a  school  kitchen  to  have  a  few  articles  such  as  are 
used  in  a  chemical  or  physical  laboratory,  of  the  simple  and  inex- 
pensive kind.  These  are  useful  in  performing  simple  experiments, 
and  do  not  occupy  a  large  space  for  storage.  In  the  University  of 
Wisconsin  a  table  for  chemical  experiment  is  placed  at  the  side  of 


44  Equipment  for  Teaching  Domestic  Science 

the  room.  This  is  certainly  a  convenient  arrangement  where  the 
work  in  cookery  is  on  a  scientific  basis.  The  list  appended  is  for 
school  kitchens. 

I  doz.   4   oz.    beakers glass.  $i.8o 

I  doz.  6  oz.  beakers    glass,  2.00 

1  doz.  y2  pt.  flasks    glass,  2.15 

2  doz.  nests  test  tubes  (4,  5  and  6  in.)   glass,  1.92 

I  doz.  2  in.  watch  glasses    .35 

I  microscope  (either  American  or  German  imported  duty  free  by- 
schools)    27.00 

$35.22 
X.     Illustrative  Material  and  Books 

In  domestic  science  work  the  materials  ordinarily  used  may  be 
classed  as  illustrative  material ;  but  in  addition  to  this,  the  work  is 
enriched  by  the  use  of  charts  and  specimens. 

Charts  would  include  those  that  have  to  do  with  the  nutritive 
and  economic  value  of  foods  and  those  that  show  the  different  cuts 
of  meat.  Of  the  former  there  are  very  few  ready-made  on  the 
market.  A  small  colored  Register  of  Foods  may  be  obtained  from 
Whitcomb  &  Barrows,  Huntington  Chambers,  Boston;  and  they 
also  have  on  sale  charts  used  on  the  Continent  of  Europe  and  in 
England.  Other  meat  charts  may  be  obtained  from  Pratt  Insti- 
tute, Brooklyn,  New  York.  Meat  charts  and  photographs  of  meat 
cuts  are  furnished  by  the  Museum,  Teachers  College,  Columbia 
University.  A  series  of  fifteen  nutrition  charts  has  been  prepared 
under  the  supervision  of  Dr.  Langworthy,  Ofiice  of  the  Experi- 
ment Stations,  Department  of  Agriculture.  These  may  be  obtained 
for  $1  prepaid,  from  the  Superintendent  of  Documents,  Wash- 
ington, D.  C.  They  may  be  mounted  for  about  35  cents  each  by 
some  firm  that  does  this  kind  of  work.  Homemade  charts  may 
be  prepared  from  cuts  in  the  Bulletins  of  the  Department  of 
Agriculture  and  other  pamphlets  by  using  a  device  for  enlarging 
drawings,  known  as  the  pantograph.  These  drawings  can  be 
made  on  cloth  or  paper,  outlined  in  either  oil  or  water  color, 
the  surface  washed  over  if  desired.  If  made  of  cloth  they  are 
easily  rolled  or  folded,  and  may  be  carried  from  school  to  school. 


The  Cooking  Laboratory    .  45 

Pictures  illustrating  the  production  and  manufacture  of  food 
materials  may  also  be  neatly  mounted  upon  cloth  and  hung  in  the 
schoolroom  or  carried  from  place  to  place. 

Specimens  of  foods  and  laundry  materials  may  be  placed  in 
jars  or  bottles,  labeled  and  kept  upon  shelves,  thus  forming  a  small 
household  museum.  Specimens  may  often  be  obtained  from  large 
manufacturers,  as,  for  instance,  manufacturers  of  cocoa  and  of 
flour,  who  have  on  hand  sets  of  specimens  for  schools,  which  may 
be  obtained  free  of  charge  or  at  very  slight  cost.  An  attractive 
exhibit  of  some  one  kind  of  food  material  is  made  by  mounting 
small  bottles  containing  the  materials  on  a  large  and  heavy  card, 
which  may  also  have  pictures  pasted  upon  it.  Specimen  cards  of 
this  latter  kind  are  in  use  abroad,  and  may  be  obtained  from 
French  and  German  dealers ;  but  these  are  costly.  The  home  or 
school-made  variety  is  equally  useful  and  costs  very  little.  A  card 
with  pictures  of  several  varieties  of  cereal  and  with  specimen 
bottles  of  typical  forms  of  cereals  is  interesting  to  older  pupils 
as  well  as  to  children. 

If  the  school  library  does  not  contain  suitable  reference  books, 
at  least  a  few  should  be  provided.  The  list  should  include  a 
standard  book  on  physiology  and  hygiene,  chemistry  of  foods 
and  nutrition,  and  physics.  The  Library  of  Home  Economics, 
published  by  the  American  School  of  Home  Economics,  Chi- 
cago, 111.,  affords  an  excellent  set  of  references.  To  these  should 
be  added  the  Farmers'  Bulletins,  to  be  obtained  from  the  De- 
partment of  Agriculture,  Washington,  D.C.  Many  of  the  State 
Agricultural  Colleges  publish  bulletins  on  food  and  sanitation 
that  are  excellent  for  reference. 


XL    Student's  Uniform 

In  the  school  kitchens  pupils  are  expected  to  wear  aprons  and 
often  caps  and  cuffs.  This  is  one  of  the  difficult  details  for  a 
teacher  to  control.  It  is  almost  impossible  to  have  the  aprons, 
caps  and  cuffs  uniform  unless  they  are  provided  by  the  school, 
and  is  is  quite  difficult  to  have  fresh  aprons  always  on  hand. 
Efforts  should  be  made  at  the  beginning  of  the  year  to  impress 


46  Equipment  for  Teaching  Domestic  Science 

upon  the  children  the  importance  of  having  the  proper  outfit  and 
of  having  it  properly  cared  for.  The  apron  should  be  made  with 
a  pocket  large  enough  to  hold  the  handkerchief.  Sometimes 
these  articles  can  be  made  in  the  school,  in  the  domestic  art 
classes ;  they  might  even  be  laundered  in  the  school  where  there 
is  adequate  equipment.  Lockers  or  boxes  may  be  provided  where 
each  child  is  to  keep  her  cap,  apron,  and  cuffs,  and  the  teacher 
must  inspect  the  folding  and  putting  away  and  see  when  launder- 
ing is  necessary. 

Teachers  differ  in  their  opinion  as  to  the  utility  of  the  cap. 
The  only  cap  that  is  really  of  any  use  is  one  made  like  a  dusting 
cap  which  completely  covers  the  hair.  A  small  cap  is  useless 
and  therefore  an  unnecessary  article.  If  none  is  worn,  the 
teacher  must  then  see  that  the  hair  is  always  neat  and  tightly 
done  for  the  cooking  classes. 

In  college  classes  a  wash  dress  is  necessary.  Woolen  skirts  are 
uncleanly  in  a  laboratory.  The  extra  amount  of  dirt  in  a  labora- 
tory resulting  from  the  use  of  woolen  skirts  would  be  a  surprise  to 
one  who  has  not  observed  closely.  The  wash  dress  does  cause  some 
inconvenience  to  the  students  in  the  matter  of  cost,  and  also  in  the 
matter  of  changing  from  the  ordinary  dress.  This  difficulty  may 
be  partly  obviated  by  having  the  costume  white  rather  than  of  a 
colored  wash  material.  The  custom  of  wearing  the  white  wash 
waist  all  through  the  winter  is  now  so  common  that  the  only 
change  necessary  is  from  the  woolen  skirt  to  a  white  skirt.  Most 
women  have  some  style  of  white  duck  skirt;  or  such  a  skirt  if 
purchased  for  the  uniform  will  be  useful  afterward. 

It  seems  hardly  worth  while  to  demand  of  the  adults  that  the 
dress  shall  be  absolutely  uniform, — if  white  and  washable,  made 
simply,  with  the  simplest  kind  of  neck  arrangements,  this  is  all  that 
need  be  required.  Sleeves  should  not  be  too  long,  or  should  be 
easily  turned  back. 

The  cooking  teacher  should  always  wear  wash  dresses  and  all 
her  appointments,  of  course,  should  be  immaculate.  The  white 
skirt  may  not  be  possible  for  the  elementary-school  teacher  who 
goes  from  school  to  school,  but  at  least  she  should  go  into  the  lab- 
oratory with  a  well-brushed  skirt  and  all  of  her  other  appointments 
fresh. 


CHAPTER  IV 

THE   DINING  ROOM,   LAUNDRY,   EQUIPMENT   FOR 

HOME   NURSING 

I.    Dining  Room 

The  dining  room  affords  an  opportunity  for  a  combination  of 
comfort,  convenience,  and  beauty.  It  is  often  necessary  to  have 
the  furnishing  of  the  school  dining  room  cost  but  little.  This 
necessity  results  sometimes  in  a  room  where  the  furnishings  serve 
the  purpose  in  a  practical  way,  so  far  as  the  serving  is  concerned, 
and  yet  the  room  fails  to  be  artistically  beautiful.  It  is  worth 
while  to  take  time  to  select  furniture  of  good  lines  and  to  make  a 
harmonious  color  scheme.  If  the  lines  and  construction  of  the 
sideboard,  table,  and  chairs  are  good,  the  wood  need  not  be  costly. 
An  inexpensive  wood  may  be  stained  to  harmonize  with  the  walls 
and  floor  covering.  Good  colors  are  now  found  in  many  inexpen- 
sive rugs,  and  the  wall  need  not  have  anything  more  expensive 
than  the  calcimine  wash.  Washable  curtains  at  the  windows,  of  an 
artistic  material,  add  very  much  to  the  attractiveness  of  the  room. 
Pleasing  effects  may  be  obtained  for  little  cost. 

In  a  school  where  home  decoration  is  taught,  the  color  scheme 
may  be  worked  out  either  in  the  art  or  domestic  art  department. 
Where  there  are  looms,  a  rug  might  be  woven  for  the  floor  and 
curtains  made  for  the  windows.  If  there  is  a  manual  training 
department  in  the  school,  even  the  chairs  and  tables  might  be 
designed  and  constructed  in  the  school  itself. 

In  the  selection  of  linen  there  is  also  an  opportunity  for  the 
domestic  art  teacher  and  pupils  to  assist :  and  good  designs  may 
be  found  even  in  cheap  materials.  In  the  table  linen  a  dotted 
design,  known  commercially  as  the  "snowdrop,"  and  another, 
the  "fleur-de-lis"  pattern,  are  always  in  good  taste.  In  regard 
to  quality,  it  is  economy  to  buy  a  good  grade  of  linen.    Where 

47 


48  Equipment  for  Teaching  Domestic  Science 

funds  are  very  limited  a  mercerized  cotton  tablecloth  is  very 
satisfactory  if  it  is  laundered  with  a  little  starch  in  the  water; 
it  looks  better  and  wears  better  than  the  coarse  linen  filled  in  by 
the  manufacturer  to  make  it  appear  of  a  finer  grade.  In  settle- 
ment work  or  even  in  rural  schools,  it  is  suggested  that  the  white 
table  oilcloth  should  be  used.  This  may,  at  first,  seem  undesir- 
able to  many  teachers,  but  those  who  are  familiar  with  conditions 
in  our  large  cities  know  that  a  clean  table  oilcloth  is  better  than 
none,  or  than  a  soiled  red  table  cover.  In  the  country  it  would 
be  a  boon  to  some  housekeepers  to  know  that  white  table  oilcloth 
may  be  used  instead  of  a  cloth  that  needs  constant  washing.  A 
table  covered  in  this  way  and  neatly  set  is  really  very  pleasing. 

The  art  department  should  lend  its  aid  in  the  selection  of 
dishes.  In  buying  these  it  is  well  to  select  those  which  are  known 
as  open  stock,  from  which  single  dishes  may  be  bought  when  it  is 
necessary  to  replenish  the  stock.  In  the  china  there  should  be  no 
very  strong  color,  as  this  allows  for  variety  from  time  to  time  in 
the  table  decoration.  White  china  with  a  raised  pattern,  or  with  a 
simple  band  of  gilt  is  good,  because  any  color  in  the  table  decora- 
tion may  be  used  with  it.  Since  the  china  is  not  used  so  constantly 
as  in  the  home  dining  room,  a  cheaper  grade  of  china  with  a  gilt 
band  will  wear  for  some  length  of  time. 

The  following  list  of  articles  is  merely  suggestive.  Dining 
room  tables  and  chairs  may  be  bought  for  even  less  than  the  price 
indicated,  though  it  would  perhaps  be  better,  where  strict  econ- 
omy is  necessary,  not  to  attempt  to  buy  a  cheap  dining  room  table, 
but  to  use  a  good  kitchen  table.  This  would  be  entirely  feasible 
where  the  table  is  set  in  the  cooking  room. 

Fewer  dishes  could  be  bought  than  the  list  indicates,  for  the 
table  is  seldom  set  for  more  than  six  or  eight.  It  is  well  to  have 
as  many  as  a  dozen  of  each  to  allow  for  breakage,  or  for  the  occa- 
sional serving  of  a  larger  number  of  people.  Tfiis  list  would  be 
very  insufficient  for  elaborate  serving. 

A  few  pictures  of  dining  rooms  are  appended  in  Figs.  28,  37, 
38,  and  39.  The  illustration  of  the  table  in  the  temporary  room 
at  the  University  of  Nebraska  shows  how  pleasing  an  effect  may 
be  obtained  with  simple  furnishing.     One  of  the  most  beautiful 


Dining  Room,  Laundry,  Equipment  for  Home  Nursing    49 

dining  rooms  in  the  country  is  that  of  Pratt  Institute,  Brooklyn, 
New  York. 


Articles  for  Setting  the  Table  and  Serving 


Sise 

Material 

Price 

Table  felt 

$1.50 

Dining  room  table  and  chairs 

Oak 

20.00 

3  tablecloths 

Linen 

7.50 

2  doz.  napkins 

« 

S-oo 

I  doz.  doilies 

t< 

300 

I  doz.  bowls  (for  cereal) 

Small 

China 

1.80 

I  doz.  cups  and  saucers 

Tea 

(t 

1.80 

I  doz.  cups  and  saucers,  A.  D.  Coffee 

(S 

1.50 

I  doz.  dinner  plates 

a 

1.20 

I  doz.  soup  plates 

St 

1.20 

I  doz.  tea  plates 

te 

I. GO 

I  bread  plate 

tt 

.25 

2  covered  vegetable  dishes 

Medium 

tt 

.75 

2  uncovered    "               " 

Medium 

tt 

.40 

I  platter 

Large 

tt 

1.20 

I 

Medium 

tt 

.60 

I 

Small 

tt 

.40 

I  salad  dish 

Medium 

ft 

.44 

I  doz.  sauce  dishes 

(( 

tt 

•75 

I  teapot 

« 

tt 

.69 

I  cream  pitcher 

tt 

tt 

.15 

I  sugar  bowl 

(t 

tt 

.35 

I  fruit  dish 

it   - 

Glass 

.50 

^2    doz.  salt  shakers 

Small 

Glass,  silver  top 

1.20 

%     doz.  pepper  shakers 

(t 

Glass,  silver  top 

1.20 

2      doz.  teaspoons 

Silver  plated 

5-00 

I      doz.  dessertspoons 

Silver  plated 

3-00 

}4    doz.  tablespoons 

Silver  plated 

2.50 

15^  doz.  knives 

Silver  plated 

4.00 

ij4  doz.  forks 

Silver  plated 

5-00 

I      doz.  tumblers 

Glass 

.60 

II.    The  Laundry 


$7448 


The  teaching  of  laundry  work  is  not  common  in  the  public 
schools  of  this  country,  nothing  more  being  taught  as  a  rule  than 
the  washing  of  towels  in  the  school  kitchen.     In  a  few  of  the 


50  Equipment  for  Teaching  Domestic  Science 

manual  training  high  schools  there  are  well-equipped  rooms  for 
laundry  work,  and  a  number  of  training  schools  for  teachers  give 
brief  courses. 

In  the  schools  and  also  the  summer  vacation  schools  of  New 
York  City  there  is  work  in  laundering,  and  in  some  settlement 
schools.     (Figs.  34  and  35.) 

In  England  and  on  the  Continent,  even  in  the  elementary 
schools  the  laundry  work  is  made  almost  as  prominent  as  the 
cookery.  As  much  space  is  given  to  the  laundry  equipment  and  in 
some  cases  as  much  time.  It  would  seem  well  if  in  the  United 
States  at  least  enough  lessons  could  be  given  to  teach  the  first 
principles  of  laundering.  Opportunity  is  afforded  for  the  applica- 
tion of  certain  principles  of  chemistry  when  studying  the  differ- 
ence between  hard  and  soft  water,  bluing  and  soaps,  and  chemicals 
for  the  removal  of  spots  and  oil.  In  our  large  cities  there  is 
certainly  need  to  teach  good  laundry  methods. 

Portable  Equipment  No,  i.  Designed  and  used  by  Miss  Mary 
Beals  Vail„  formerly  of  Teachers  College.    (Figs.  31,  32,  and  33.) 

An  equipment  such  as  is  given  in  the  appended  list  was  in  use 
for  a  number  of  years  at  Teachers  College,  Columbia  University, 
with  a  somewhat  larger  number  of  articles.  The  work  was  done 
in  the  school  kitchen  and  as  many  as  12  or  15  pupils  worked  at  one 
time.  In  the  high-school  classes  the  pupils  laundered  shirt  waists, 
as  well  as  articles  easier  to  do  up.  College  classes  had  courses  of 
15  lessons,  two  hours  each,  including  all  the  simple  processes  of 
laundering,  and  even  some  fine  starching. 

The  articles  laundered  were  dried  on  portable  wooden  horses. 
In  the  college  classes  experimental  work  was  done  in  the  use  of 
washing  machines,  electric  and  denatured  alcohol  irons;  but  the 
variety  of  articles  given  is  sufficient  for  elementary  and  high- 
school  work. 

Equipment  for  Class  of  Eight 

a.     Articles  that  are  a  usual  part  of  a  school  kitchen  equipment: 

I  agate  soap  cooker $0.65 

I  agate  double  boiler  for  starch 1.03 

I  teakettle     97 

I  dish  pan,  14  qts 6^ 

$3.28 


Dining  Room,  Laundry,  Equipment  for  Home  Nursinrg    51 

I  yellow  earthenware  bowl,  i  qt $0.12 

I  yellow  earthenware  bowl,  2  qt 16 

1  yellow  earthenware  bowl,  4  qt 25 

8  yellow  earthenware  bowls,  i  pt.  at  Sc 40 

2  tin  measuring  cups,  ^  pt,  at  loc 20 

6  tablespoons  at  7c 42 

6  teaspoons  at  5c 30 

8  case  knives   50 

I  wooden  spoon 05 

I  towel  roller 10 

3  roller  towels  (75^  yds.  at  I25^c) 88 


$3.38 
Less  10%  .zz 


$3.05 

$6.33 
h.    Necessary  articles  to  be  purchased: 

I  large  fiber  tub $0.83 

12  small  fiber  tubs  at  60c 7.20 

1  fiber  pail 2^ 

Net  price  (less  discount)  $8.26 

4  flatirons,  7  lb.  at  5Sc $2.20 

4  flatirons,  6  lb.  at  45c 1.80 

8  flatirons,  5  lb.  at  32c 2,56 

8  flatirons,  4  lb.  at  40c 3.20 

8  Troy  polishers  at  45c 3.60 

2  flounce  irons  at  56c   1.12 

8  iron  stands  at  5c 40 

8  iron  holders  (asbestos)  at  4c Z^ 

1  large  wringer,  "Universal" 4.25 

2  small  wringers  at  $2.50 5.00 

I  tin  dipper 20    . 

I  oval  clothes  basket 1.25 

1  oval  boiler 1.25 

6  benches  (4  ft.  long)  at  90c 5.40 

8  skirt  boards  at  $1.50 12.00 

(with  folding  supports,  uncovered,  4^  ft.  long.) 
8  small  washboards  at  40c  (^  usual  size,  special  order) 3.20 

2  clotheshorses  at  88c,  4  ft.  high,  fourfold 1.76 

I  fringe  brush ^Z 


52  Equipment  for  Teaching  Domestic  Science 

3  soft  brushes  at  38c  $1.14 

3  whisk  brooms  (sprinklers)  at  i8c 54 

100  ft.  clothesline    90 

Clothespins     10 

Safety   and  toilet  pins ^5 

I  yd.  white  flannel 40 

10  yds.  cheesecloth  at  4c   40 

Skirt  board  covers,  10  yds.  unbleached  cotton  @  8c 80 

4  yds.  cotton  felting  (54  in.  wide)  at  50c 2.00 

$56.67 
Less  10%       5.66 


$51.01 

$59-27 
Kitchen  utensils  if  purchased  6.3s 


Total  cost  of  equipment $65.60 

Smaller  white  oval  tubs  may  be  used  instead  of  the  brown  fiber 
ones  with  little  difference  in  price.  With  these  the  toy  washboards 
are  large  enough.  Tables  may  be  found  better  than  boards,  espe- 
cially as  the  adjustable  supports  for  the  boards  are  seldom  firm 
when  set  up.  Boards  of  four  feet  would  be  amply  long  for  chil- 
dren. If  the  room  to  be  used  for  a  laundry  does  not  contain  a 
stove  and  running  water,  both  would  have  to  be  provided  at  in- 
creased cost.  If  economy  must  be  practiced,  one  wringer  will  be 
sufficient  and  but  one  small  tub  for  each  girl ;  this  would  make  but 
five  benches  necessary.  Flatirons  may  be  purchased  at  6  cents 
per  pound,  except  for  polishers  and  flounce  irons.  The  polishers 
may  be  dispensed  with  if  no  thick  starch  work  is  to  be  done. 
Flounce  irons  are  a  luxury. 

c.     Supplies : 

3  doz.  small  bars  Ivory  soap  @  50c $1.50 

Starch 30 

Bluing 25 

Beeswax  or  paraffin 40 

Borax  20 

Ammonia 20 


Dining  Room,  Laundry,  Equipment  for  Home  Nursing    53 

White  wine  vinegar $0.10 

Salt  05 


$3.00 


Portable  Equipment  No.  2,  Boardman  School,  New  Haven 
High  School,  New  Haven,  Conn.  Designed  and  used  by  Miss 
L.  Ray  Balderston. 

I  wringer  4  bosom  boards 

1  polishing  iron  i  sleeve  board 

2  doz.  irons  7  or  8  ironing  boards 
4  washboards  i  clotheshorse 

4  washtubs  Clothesline 

2  benches,  folding 

The  kitchen  laboratory  was  used  for  the  classes.  Clothes  were 
hung  in  the  kitchen  to  dry  if  there  was  no  afternoon  class  follow- 
ing ;  otherwise,  they  were  hung  in  the  science  lecture  room,  a  small 
room  which  was  used  for  Home  Nursing,  Waitress  Work,  and  for 
Food  Lectures.  The  benches  and  tubs  were  kept  in  the  toilet  room 
adjoining  and  the  smaller  things  in  the  kitchen  pantry.  The  in- 
structor's end  of  the  room  was  used  for  washing,  while  the  ironing 
was  done  by  laying  skirt  boards  on  table  tops  or  across  on  inside 
of  horseshoe.  The  irons  were  heated  on  the  burners  at  the  desk. 
The  washing  of  one  week  was  the  ironing  of  the  next. 

All  kinds  of  garments  were  washed  by  the  students,  who 
brought  them  from  home.  The  shirt,  collar  and  cuff  lesson  was 
demonstrated  by  an  expert  laundress.  The  class  was  composed 
of  seniors,  and  always  constituted  one-half  the  senior  class,  no 
matter  the  number.  The  last  class  taught  in  the  room  had  twenty- 
six  members.  A  colored  woman,  who  was  an  expert  laundress, 
acted  as  assistant. 

Stationary  Equipment.  Where  the  equipment  is  stationary,  a 
room  or  rooms  should  be  devoted  to  laundry  purposes  only.  It  is 
essential  here  to  have  the  floor  of  a  material  that  can  be  most 
thoroughly  cleansed.  Although  it  may  be  fatiguing  to  the  work- 
ers, the  floor  should  be  of  either  tile  or  cement.    Those  who  are 


54  Equipment  for  Teaching  Domestic  Science 

working  in  the  laundry  should  be  required  to  wear  rubber  heels  at 
least,  if  not  rubber  soles.  The  floor  should  be  slightly  slanted, 
with  a  drain  at  the  side  or  in  the  corner  so  that  the  floor  can  be 
flushed  with  either  hose  or  buckets  of  water.  The  wall  also  should 
be  washable  its  entire  height.  The  tubs  should  be  seamless,  and 
therefore  porcelain  is  the  best  material.  The  color  of  the  tubs 
should  be  white.  A  buff  porcelain  tub  makes  it  impossible  to  judge 
when  the  clothes  become  clean ;  and  it  is  diflicult  to  decide  upon  the 
shade  of  the  bluing  water. 

One  of  the  best  equipped  laundries  for  college  work  is  that  at 
Macdonald  Institute,  Guelph,  Canada.  A  well-equipped  laundry 
is  to  be  found  at  the  Manual  Training  High  School,  Saginaw, 
Mich.  Appended  find  the  equipment  used  at  the  Macdonald 
Institute  (see  also  Fig.  36).  The  laundry  in  the  School  for 
Household  Arts,  Teachers  College,  Columbia  University,  has 
an  equipment  for  hand  work,  and  also  a  small  equipment  of 
machinery  such  as  is  used  in  a  steam  laundry.  This  laboratory 
is  used  by  those  who  are  in  training  as  teachers  and  also  for 
institutional  and  hospital  workers. 

Laundry  Classroom,  Macdonald  Institute 

12  tables — combination  of  settee  and  ironing  table  with  a  box  seat 
which  holds  all  the  ironing  blankets,  sheets,  etc.  Top  is  cypress 
wood,  and  the  body  of  birch  and  hard  wood.    Bought  unfinished 

for     $99.00 

(Finished  by  the  college  painter.) 

2  supply  tables — oak  with  white  wood  tops 12.00 

Mangle 16.00 

Gas  plate,  3  burner 4.25 

Table,  zinc-covered,  for  gas  plate 3.75 

Washing  machine,  19th  Century 14.00 

Washing  machine,  Knoll 8.00 

Table,  common  table  2.75 

Small  equipment  1 18.25 

Total $278.00 

The  above  does  not  include  the  cost  of  the  steam  dryer,  the 
twelve  crockery  tubs  and  their  stands,  nor  the  gas  fittings  and 
plumbing,  which  were  part  of  the  building,  contract. 


Dining  Room,  Laundry,  Equipment  for  Home  Nursing    55 

III.     Home  Nursing 

The  following  list  of  articles  has  been  used  in  a  class  for  home 
care  of  the  sick.  It  has  already  been  suggested  that  this  work  may 
be  taught  in  class  rooms  if  there  is  a  space  at  one  end  or  at  the  side 
of  the  room  where  a  bed  can  be  placed.  All  the  small  articles  may 
be  kept  in  a  case  or  cupboard  at  the  side  of  the  classroom.  This 
arrangement  means,  of  course,  that  there  must  be  a  place  where 
the  bedstead  and  spring  may  be  stored.  If  there  is  no  room  avail- 
able for  this  purpose,  and  if  the  expenditure  of  $16  is  too  much, 
a  large  doll's  bed  will  answer  the  purpose  very  well,  a  large  doll 
being  the  patient.  Where  there  is  a  suite  of  rooms,  the  bedroom 
is,  of  course,  available  for  a  part  of  the  home-nursing  work. 

Suggested  Equipment 

Bedstead,  steel  frame,  white  enameled,  woven  wire  spring $6.00 

Mattress,  sanitary,  woven  hair 10.00 

Hair  pillow i.oo 

Feather  pillow 75 

6  cotton  sheets 5.00 

4  cotton  pillow  slips 60 

1  bedspread 2.00 

2  single  blankets  4.00 

Mackintosh,  i}4  yds 1.13 

Hot  water  bag 90 

Fountain  syringe 1.50 

Davidson  syringe   75 

Muslin  bandages  (7  yds.  muslin)   35 

Gauze  bandages 

Samples  of  material  for  flannel  bandages  

Samples  of  material  for  plaster  bandages 

Samples  of  material  for  rubber  bandages 

Absorbent  cotton 10 

Oiled  muslin 25 

Rubber  tissue .25 

Bed  tray i.oo 

Bed  rest 2.00 

Hot  water  plate .75 

Feeding  cup 20 

Drinking  tube .02 

Medicine  bottles,  poison,  etc 25 

Medicine  dropper  .02 


56  Equipment  for  Teaching  Domestic  Science 

Medicine  glass,  graduated  $0.25 

Minim  glass .75 

6  oz.  graduated  glass 50 

Eye  bath 20 

Eyelid  rod 06 

Probe    SO 

Forceps 

Scissors    1.25 

Thermometer,  clinical 1.25 

Thermometer,  bath    .10 

Foot  tub i.oo 

Fomentation  wringer  and  flannels   

Flaxseed    

Flaxseed  meal  

Mustard  

$44.68 


CHAPTER  V 
THE  PURCHASE  AND  CARE  OF  EQUIPMENT 

Purchase.  A  knowledge  of  the  market  and  of  economical 
methods  of  buying  is  essential  to  success  in  the  purchasing  of  an 
equipment. 

The  plans  and  lists  need  to  be  worked  over  and  over  again,  to 
determine  how  to  divide  the  budget  wisely  among  the  different 
parts  of  the  equipment.  It  is  not  often  that  funds  are  so  ample 
that  the  teacher  can  have  what  she  considers  ideal;  the  problem 
then  is  to  decide  where  to  retrench  without  crippling  the  work. 

In  order  to  avoid  freight  or  express  rates  it  is  usually  best  to 
purchase  from  a  source  of  supply  near  the  school.  In  some  cases 
it  is  possible  to  obtain  better  discounts  and  also  a  better  grade  of 
articles  at  a  distance.  It  is  best  always,  if  possible,  to  see  the 
articles  to  be  purchased;  but  many  firms  now  issue  illustrated 
catalogues,  and  if  the  firm  is  known  as  reliable  it  is  perfectly 
safe  to  order  by  mail. 

In  the  case  of  stoves,  large  discounts  may  be  obtained  from  the 
manufacturer,  and  one  often  gets  a  better  article  by  purchasing  of 
some  large  and  well-known  firm.  Sometimes  the  firm  pays  all  the 
transportation  rates.  A  discount  is  usually  given  by  all  firms  sell- 
ing to  a  school,  especially  if  the  quantities  are  large. 

The  method  in  which  the  funds  are  handled  is,  of  course,  de- 
cided by  the  school  authorities,  and  the  teacher  can  do  nothing  but 
follow  the  plan  given  her.  It  is  necessary  that  she  should  keep  an 
accurate  account  of  everything  purchased,  for  her  own  use  and 
convenience,  at  least;  and  she  will  probably  be  required  to  do  so 
by  the  authorities  in  order  that  all  bills  may  be  verified. 

Care  of  Equipment.  It  is  the  duty  of  every  instructor  in 
charge  of  domestic  science  laboratories  to  be  responsible  for  the 
best  possible  use  of  the  whole  equipment.  If  there  are  maids  to 
do  a  part  of  the  work,  they  should  be  taught  the  best  methods 

57 


58  Equipment  for  Teaching  Domestic  Science 

for  cleansing  all  parts  of  the  rooms  and  all  the  equipment.  If 
the  bulk  of  the  work  is  done  by  the  pupils,  all  heavy  work  being 
left  to  the  janitor,  then  the  housework  must  not  be  neglected  for 
the  cooking,  the  laundering,  or  whatever  the  regular  class  work 
may  be.  It  is  in  this  matter  of  housework  that  the  short  hours 
allowed  in  the  school  program  make  the  work  of  the  domestic 
science  teacher  difficult.  Many  cooking  processes  cannot  be 
hurried,  and  if  anything  is  neglected  it  is  too  frequently  the 
cleaning  and  the  general  housework.  This  is  ruinous  to  an 
equipment.  With  proper  care  the  wear  and  tear  of  the  equip- 
ment means  but  very  little  in  dollars  and  cents  per  annum ;  but 
hurried  and  careless  dishwashing  and  the  slovenly  cleaning  of 
tables  and  sinks  tend  to  deterioration  in  every  part  of  the  equip- 
ment. Pupils  should  be  made  to  understand,  at  the  beginning 
of  their  work,  that  the  housework  is  of  supreme  importance. 
In  addition  to  the  daily  and  weekly  care,  there  are  also  other 
duties  in  connection  with  the  care  of  the  equipment. 

Inventory.  A  careful  inventory  should  be  taken  at  least  once 
a  year.  All  articles  should  be  removed  from  drawers,  cupboards, 
and  closets ;  articles  separated  from  each  other,  each  kind  being 
placed  by  itself,  and  these  articles  should  be  counted  and  listed. 
This  is  also  the  time  to  inspect  each  article  to  see  which  are 
to  be  discarded,  which  are  to  be  replaced,  and  which  need  extra 
cleansing  if  work  has  been  careless.  It  is  hardly  possible  with  un- 
trained workers  to  find  utensils  in  perfect  condition.  The  inven- 
tory should  be  kept  either  in  books  or  in  a  card  file.  The  card  file 
makes  it  possible  to  change  the  inventory  from  time  to  time  as  new 
articles  are  added  or  old  ones  discarded.  A  tin  or  wooden  box 
equipped  with  cards,  with  alphabetical  guides,  may  be  obtained 
from  any  office  furnishing  company.  A  card  should  be  given 
to  each  kind  of  article  with  the  name,  material,  size,  price,  place 
and  date  of  purchase  listed,  also  number  in  stock.  One  card  will 
last  for  ten  years,  using  a  line  a  year. 

Storing  of  Equipment  When  Not  in  Use.  If  the  school 
kitchen  is  not  used  for  the  summer  months,  great  care  is  neces- 
sary to  avoid  deterioration.  All  articles  should,  of  course,  be 
thoroughly  cleansed  and  made  perfectly  dry.     Stoves  should  be 


The  Purchase  and  Care  of  Equipment  59 

covered  with  paper,  and  nickel-plated  attachments  coated  thinly 
with  vaseline.  Unless  the  building  or  the  climate  is  damp  it  is 
not  necessary  to  do  more  than  to  wrap  utensils  in  papers,  though 
it  is  a  good  plan  to  coat  cutlery  thinly  with  vaseline. 

In  a  school  kitchen,  in  one  of  our  large  cities,  one  of  the  in- 
structors has  trained  the  children  each  year  by  having  them  assist 
in  the  work  of  putting  away  all  utensils.  In  the  fall  she  gives  her 
first  lesson  in  housework  by  having  the  pupils  clean  the  kitchen, 
take  out  all  the  utensils,  wash  them,  and  put  them  in  place.  This 
might  be  possible  in  almost  any  school.  If  there  is  any  amount  of 
equipment  it  is  a  heavy  task  for  one  person. 

Unless  the  janitor  of  the  building  can  flush  the  traps  from  time 
to  time  during  the  summer,  they  should  be  filled  with  rock  salt 
after  a  thorough  cleansing  with  hot  water  and  soda  and  complete 
flushing. 


CHAPTER   VI 

TOTAL    COST    OF    EQUIPMENT 

A  STUDY  of  the  material  presented  shows  that  the  total  cost  of 
equipment  may  vary  from  one  hundred  dollars  to  several  thousand. 
For  $500  a  room  may  be  well  equipped  for  twenty  pupils.  This 
allows  a  cooking  table  with  drawers  built  in,  an  enameled  sink, 
two  stoves,  good  designs  for  the  individual  stoves,  a  liberal 
supply  of  small  utensils,  and  plain  dining  room  fittings.  The 
data  given  show  that  the  tables  and  the  stoves  may  be  made  the 
most  costly  part  of  the  kitchen  equipment.  The  varying  costs  of 
labor  and  material  in  different  sections  of  the  country  and  the 
fluctuations  of  the  market  from  year  to  year  make  it  impossible  to 
give  a  total  cost  that  will  fit  any  actual  situation  exactly. 

The  following  list  is  given  as  an  approximate  estimate.  This 
does  not,  however,  exactly  represent  any  one  equipment  in  actual 
use. 

School  Equipment  for  Five  Hundred  Dollars 

Twenty  pupils 

Cooking  tables,  single  drawer,  maple  top,  ash  frame $100.00 

20  small  stoves,  burners  and  tubing 30.00 

20  stools    10.00 

2  gas   ranges    37-00 

I  refrigerator    15.CO 

1  porcelain  sink 25.00 

2  kitchen  cabinets IQ-SO 

Utensils    160.00 

Dining  room  table  and  chairs    20.00 

Linen  and  china 30.00 

Home-nursing  equipment    10.00 

Supply  table 8.00 

Laundry  equipment 30.00 

Housework  equipment 400 

Total $498.50 

60 


Total  Cost  of  Equipment  6i 

Following  are  a  number  of  equipments  kindly  given  for  this 
publication  by  the  officials  of  the  schools  in  question.  It  will  be 
seen  that  both  public  schools  and  higher  institutions  are  mentioned, 
and  that  the  estimates  come  from  different  parts  of  the  country. 

Packing  Box  Equipment 

Designed  and  used  by  students,  Department  of  Domestic 
Science,  Teachers  College,  Columbia  University.  This  equipment 
is  intended  to  show  what  may  be  done  in  a  district  school  where 
available  funds  are  limited.     (Fig.  40.) 

The  number  of  tables  that  could  be  used  depends,  of  course, 
upon  the  space  in  the  schoolroom.  If  the  space  is  small,  even  one 
table  would  answer  the  purpose,  if  the  teacher  is  sufficiently 
ingenious  to  fit  in  the  work  of  cooking  with  her  other  subjects. 
With  a  small  equipment,  two  or  three  children  could  work  at  a 
time,  say,  one  or  two  days  a  week. 

Packing  boxes  may  be  obtained  in  almost  any  neighborhood, 
and  the  painting,  carpentry  work,  and  sewing  be  done  by  the 
pupils  in  the  school,  thus  making  the  cost  very  low.  In  the  winter 
the  heater  might  be  used  for  cooking,  if  the  top  is  flat. 

Utensils  for  Six  Pupils 

(Prices,  New  York  City,  1907)  (^ost 

Individual  For  one    For  six 

I  white  bowl,  i  qt  .^ $0.05  $0.30 

I  measuring  cup .05  .30 

I  granite  pan .10  .60 

I  saucepan     .05  .30 

I  tin  pail .10  .60 

I  steel  fork  .05  .30 

I  steel  knife   .05  .30 

1  tablespoon .02^  .15 

2  teaspoons    .01^  .10 

$0,491/6  $2.95 

I  oil  stove .70  4.20 

I  asbestos  mat .05  .30 

$1,241/6  $745 


62 


Equipment  for  Teaching  Domestic  Science 


For  Class 

3  bread  boards   $0.15 

I  rolling-pin 05 

3  baking  powder  can  tops  (for 

cookie  cutters)    

I  flour  sifter   10 

I  large  frying  pan 25 

I  double  boiler    50 

I  qt.  kettle 25 

I  tea  kettle 50 

I  broiler    20 

1  garbage  can 25 

2  pitchers    25 

2  apple  corers 10 

I  chopping  knife    10 

1  chopping   bowl    05 

6  muffin  tins  at  2c 12 

2  layer  cake  tins 10 

3  dishpans 45 

3  rinsing  pans 30 

I  strainer 05 

6  china  plates   30 

3  mixing  bowls 30 

6  sauce  dishes 15 

6  cups  and  saucers 30 

I  coffeepot    25 

I  teapot     10 

3  bread  pans 15 


quart  jars    $0.30 

wooden  pails  with  covers  . .     .30 

dish  towels 48 

dish  cloths 15 

hand  towels   15 

broom 15 

dustpan    05 

brush 10 

scrubbing  brush   05 

scrubbing  pail   10 

Dover  beater 05 

pepper  shaker 05 

salt  shaker   05 

colander 10 

baking  dish 10 

bread  knife 25 

coffee  mill 25 

corkscrew   10 


$15-50 

Packing  box  table i  .00 

Packing  box  cupboard 50 


$17.00 
Large  blue-flame  oil  stove  . .  10.00 


$27.00 


Macdonald  Institute  Rural  School  Equipment 

Designed  by  Miss  Grace  Greenwood,  of  Macdonald  Institute, 
Guelph,  Canada  (Figs.  41,  42,  and  43).  An  effort  has  been  made 
to  carry  out  the  plan  of  setting  up  an  inexpensive  class-kitchen 
equipment  to  illustrate  what  may  be  done  in  rural  schools,  or  in 
other  places  where  gas  stoves,  plumbing,  and  separate  rooms  are 
out  of  the  question.  An  equipment  of  trestle  tables,  cupboards, 
and  utensils  has  been  purchased  and  installed  in  one  of  the  rooms 
left  vacant  by  the  Manual  Training  Department.  It  is  suitable 
for  individual  work  with  a  class  of  twelve  and  is  now  being  tested 
by  use  with  a  public-school  class.  Following  is  a  list  of  the  equip- 
ment showing  the  exact  cost  of  each  item : 


Total  Cost  of  Equipment 


63 


12  bowls,  brown $0.85 


12  bread  tins 

12  teacups  and  saucers, 
12  tin  measuring  cups.. 

12  egg  beaters 

12  forks 

12  case  knives 

12  paring  knives 

12  plates     

12  saucepans  , 

12  tablespoons    , 

24  teaspoons   , 

12  wooden  spoons 

12  stewpans 

12  strainers   , 

2  trays    

I  bowl,  yellow     

I  bowl,        "         

I  bowl,        "         

3  scissors     


.95 

1.25 

1.25 

.30 

.50 

1.25 

1.25 

.85 

.       1.68 

.50 

.40 

.60 

2.40 

.         .65 
.80 

.25 

.35 

.45 

1.50 

5  trestle  tables  20.55 

6  frying  pans '      .90 

3  tea  strainers   .15 

3  match-box  stands   .24 

I  emery  knife .20 

3  soap  dishes   .25 

12  pepper  shakers 1.50 

12  salt  shakers 1.50 

I  bell ..50 

4  lemon  reamers  .40 

6  stoves,  kerosene    6.00 

12  plates,  dinner   1.25 

6  plates,  soup .60 

4  jugs 60 

I  jug 45 


I  butcher  knife  $0.30 

1  French  knife .60 

2  spatulas .80 

6  teaspoons   .10 

3  tablespoons    .13 

4  brushes   .20 

stove  mitts .50 

asbestos  mats  .20 

corkscrew .25 

egg  beaters    .60 

wash  basins  .92 

draining  pans    .69 

4  dishpans    2.00 

6  broilers   .48 

3  cake  tins .35 

4  graters .40 

3  strainers  .75 

24  pattie  pans .20 

2  tin  dippers  .40 

2  fiber  pails .70 

colander   .35 

pail,  enamel    .70 

pan,  enamel    .18 

tea  kettles   2.70 

saucepan    .30 

saucepan    .25 

saucepan    ...  ,23 

saucepan .30 

double  boiler .85 

kettle,  covered    .60 

stove    (to   burn   coal   or 

wood)   30.GO 


Total    $100.05 


I 
I 
I 

3 
I 
I 
I 

I 

I 

I 

*i 


The  whole  equipment  is  attractive,  and  is  capable  of  modifica- 
tions which  will  adapt  it  to  the  conditions  of  many  schools.  The 
Ontario  Educational  Department  offers  generous  assistance  to  the 
schools  which  teach  domestic  science,  and  it  is  hoped  this  equip- 
ment will  encourage  the  spread  of  domestic  science  teaching  from 
the  cities  and  towns  to  the  village  and  rural  schools. 

*The  above  may  be  replaced  by  a  twenty-dollar  wood  stove  or  a  ten- 
dollar  two-burner  coal  oil  stove. 


64  Equipment  for  Teaching  Domestic  Science 

Equipment  of  Speyer  School  (Practice  School  of  Teachers 
College,  Columbia  University) 

Cooking  table  with  drawers  for  eighteen,  eighteen  individual 
stoves,  two  large  stoves,  utensils,  and  dining  room  furniture 
(sink  not  included).    Equipped,  year  1902-03. 

Cooking   tables    $150.00 

Stoves  (small)  13.50 

Stools     13.50 

Gas  range  17-50 

Coal  range   i3-50 

Dining  room 25.00 

Refrigerator   10.00 

Linen  and  china 10.00 

Burn-ers  and  tubing,  etc 5.00 

Utensils    98.00 

Incidentals 10.00 

$366.00 
Plumbing  connection 30.00 

$396.00 

Equipment  of  Public  Elementary  School,  Jersey  City,  N.  J. 

24  oak  tables  with  one  drawer $175,00 

24  gas  stoves  and  one  range 40.00 

2  cupboards  with  shelves  only 60.00 

Utensils    125.00 

$400.00 

Kitcfien  and  dining  room,  now  incomplete,  will  cost  between 
$700  and  $800. 

Equipment  of  a  Public  School  in  Ontario,  Canada 

Furniture     $274.00 

Hardware 144.51 

China,  crockery,  etc 44.87 

Napery,  toweling,  etc 25.52 

Clock 4-75 

Contract  for  sink  drain  boards,  gas  and  water  piping,  and  gas  stove 

fittings    137.00 

$630.65 


Total  Cost  of  Equipment  65 

Boston  Public  Elementary  Schools 

Specification  of  standard  cooking  room  (Fig.  7).  "Cooking 
room  is  to  be  fitted  with  a  coal  and  wood  box  in  two  compartments, 
each  about  24  inches  square  and  30  inches  deep,  with  hinged  lids ; 
small  shelf  in  one  section.  Provide  work  benches  fitted  with  com- 
partments for  utensils,  bread  board,  etc.  Supply  and  set  Bunsen 
burners  with  hinged  grills  over  them  on  aluminum  plates  at  each 
station,  and  connect  up  to  the  outlets  left  by  gas  fitter.  The 
benches  are  to  have  tops  of  pine,  open  underneath  and  supported 
on  pipe  standard.  One  section  of  bench  is  to  be  detached  and 
fitted  as  a  demonstration  bench." 

An  approximate  estimate  of  cost  of  fitting  up  cooking  room, 
as  specified  above,  is  as  follows: 

28  cooking  stoves,  hinged  grill,  aluminum  plate  arranged  for  each 
table,  about  $8  each $224 

I  stove,  grill,  aluminum  plate  teachers'  table 12 

Coal  range,  gas  range,  gas  heater,  soapstone  sink,  hot  water  boiler, 
plumbing,  connections  entire,  about 400 

Dresser,  case,  pupils'  tables,  demonstration  table,  pantry,  wardrobe 
hooks,  teachers'  closet,  wood  box,  zinc  base  under  gas  and  coal 
range  and  lighting,  about 1,200 

Total $1,836 

The  utensils  for  fitting  up  the  school  kitchens  cost  in  the 
neighborhood  of  $125,  outside  of  the  equipment. 

Rochester  Athenaeum  and  Mechanics  Institute 

(Fig.  52) 

Table:  (1900-1901) 

Lumber,  screws,  drawer,  pulls,  etc $24.99 

Iron  bars  and  legs 9.99 

Painting  iron  legs 3.30 

Gas  jfittings 37-94 

Burners — 30  fixed  Bunsen  burners 20.00 

Carpenter's  time 40.13 

$136.35 

I  cabinet  Eclipse  range,  4  burners,  elevated  baking,  broiling  and 
warming  oven  40.00 


66  Equipment  for  Teaching  Domestic  Science 

I  Eclipse  range,  i6-inch  square  ovens $17.00 

I  Red   Cross   Victor   range,  elevated   closed   warming  oven   and 

gas  extension  46.00 

I  porcelain  sink,  $45,  with  20%  discount*   36.00 

1  porcelain   drain,  $22,  with  20%   discount* 17.60 

Utensils  in  17  drawers  @  $2.47  (see  detailed  list  below) 41-99 

17  stools  @  60C 10.20 

2  kitchen  tables  @  $1.65 3,30 

I  garbage  can,  white  enamel,  covered 1.94 

China  closet  with  glass   doors,   3   sections.    Lower   sections,   two 

closets  with  doors  and  one  section  with  5  drawers 27.20 

Pantry  closets,  4  sections.    Upper  sections  with  sliding  glass  doors ; 

lower  sections,  counter  top,  closets  with  door 53.80 


$431.38 

Cost  in  Detail  of  Utensils  in  Drawers 

One  Utensil  for  Each  Student 

Tablespoon  (single  plate),  $3.75  per  doz $0.31 

Teaspoon  (single  plate),  $1.90  per  doz 16 

Fork,  aluminum,  $1.25  per  doz 10 

Fork,  steel,  $1.35  per  doz 12 

Knife,  case,  $1.35  per  doz 12 

Knife,  palette 30 

Knife,  paring lO 

Wooden  spoon 08 

Salt  shaker,  tin 04 

Pepper  shaker,  tin   03 

Flour  shaker,  tin   05 

Wire  egg  whip  (Daisy)  •  •  • 05 

Working  plate,  a  tin  pie  plate 04 

Bowl,  earthenware,  i  qt 07 

Custard  cup,  earthenware,  @  70c  per  doz 06 

Strainer,  wire 05 

Saucepan,  enameled  ware,  i  qt 27 

Measuring  cup,  fourths   (tin)    05 

Measuring  cup,  thirds  (tin)    05 

Asbestos  mat,  2  for  5c 025 

Vegetable  brush,  55c  per  doz 045 

Dishpan,  tin,  10  qt,  $3.50  per  doz .29 

Linoleum  square,  18  in.  x  18  in.  @  15c,  and  metal  eyelet  @  4c 19 


$2.60 
*Does  not  include  plumber's  time  or  fittings. 


Total  Cost  of  Equipment  6y 

One  Utensil  for  Each  Two  Students 

Dover  %gg  beater $o.io 

Scrub  brush,  fiber,  $i,io  per  doz 09 

Soap  dish,  ironstone  china „ 10 


$0.29 

Total,  one  utensil  for  each  student $2.60 

Total,  one  utensil  for  each  two  students  (J^) 145 


$2,745 
Less  10%  discount  given  by  local  stores 274 

Cost  per  drawer    $2,471 

Macdonald  Institute,,  Guelph,  Canada 

(Fig.  54) 

Class  table — hollow  square,  accommodates  24,  top  is  white  wood, 

aluminum  strip  under  gas  burners    $241.00 

25  folding  chairs 31.25 

Glass  door  cupboards 48.00 

Sink  cupboard  33.00 

Teacher's  table — 6  drawers,  i  cupboard,  with  white  wood  top  like 

class  table 28.00 

Supply  table — oak  frame,  white  wood  top 15.00 

Refrigerator  30.00 

Stoves  and  small  equipment 208.75 

Total $635.00 

Cost  of  porcelain  sinks,  gas  stove  fittings,  and  plumbing  is  not  included 
above,  as  they  were  part  of  the  building  contract, 

.University  of  Illinois 

Kitchen  Equipment  (Fig.  55). 

1  refrigerator $60.00 

4  tables,  Alberene  top  @  $70 280.00 

2  porcelain  sinks  @  $65,  with  all  plumbing 130.00 

2  cupboards,  each  5  ft.  long  @  $8  per  linear  foot 80.00 

I  gas  range 38.00 

I  experimental  oven   150.00 

16  Bunsen  burners  @  25c 4.00 

6  scales 36.00 


68  Equipment  for  Teaching  Domestic  Science 

7  microscopes  (used  both  for  kitchen  and  chemical  laboratory) . .  $266.51 

Thermometers   

I  supply  table    6.00 

I  table,  zinc  top   2.00 

Individual  drawer  equipment  (16  @  $365) 58.40 

$1,110.91 
Laboratory  Equipment  (Fig.  56). 

3  laboratory  tables  @  $165  complete,  plumbing,  etc $495.00 

I  hood  1 10.25 

I  analytical  balance 60.00 

1  warming  closet 25.00 

4:  sterilizing  oven 10.00 

I  incubator 91.80 

$792.05 
Other  Estimates  without  Details 

Public  Elementary  Atypical  School,  Washington,  D.  C $400.00 

Public  Elementary  School,  Los  Angeles,  Cal 600.00 

Public  Elementary  School,  Philadelphia,  Pa about  1,200.00 

PubHc  Elementary  School,  Seattle,  Wash 604.00 

Public  High  School,  Brookline,  Mass.   (Fig.  47)    (1895).... 500.00 

Public  High  School,  Los  Angeles,  Cal 600.00 

Public  High  School,  New  York  City 940.00 

Public  High  School,  Seattle,  Wash 644.00 

Manual  High  Schools,  Washington,  D.  C 2,000.00 

PubHc  High  School,  James  Yeatman,  St.  Louis,  Mo.  (Fig.  50) . .    2,796.33 


CHAPTER   VII 
COST    OF    MAINTENANCE 

This  depends  upon  the  amount  of  work  required  of  the  pupils ; 
and  it  is  largely  within  the  control  of  the  teacher  to  economize  and 
still  have  all  supplies  sufficient.  Supplies  in  the  elementary  school 
cost,  as  a  rule,  less  than  in  the  high  schools ;  in  the  normal  school 
or  college  the  expenditure  is  usually  larger. 

It  is  necessary  for  two  reasons  to  make  expenditures  low;  in 
the  first  place  to  make  it  possible  for  the  school  board  to  introduce 
and  maintain  the  work,  and  in  the  second  place  to  teach  economy 
in  the  use  of  materials  to  the  pupils. 

Work  in  cookery  costs  more  than  in  the  other  branches  of 
domestic  science  work,  and  perhaps  the  supplies  are  more  per 
capita  than  for  any  other  work  in  the  school ;  yet  while  practicing 
economy,  domestic  science  teachers  should  contend  against  an 
appropriation  so  limited  that  the  work  is  actually  crippled.  Where 
funds  are  very  low  pupils  are  obliged  to  work  altogether  in  groups, 
and  thus  miss  the  opportunity  for  individual  training,  or,  if  the 
work  is  individual,  the  quantities  are  always  too  small  to  give 
actual  practical  training.  The  best  laboratory  methods  include 
both  individual  and  group  work.  Two  to  three  cents  per  capita 
per  lesson  for  elementary-school  work  is  the  minimum.  In  the 
high  school,  three  to  four  cents  per  capita  per  lesson  is  a  good 
allowance.  In  the  college  from  $7.50  to  $10  per  year  per  student 
will  allow  for  six  hours'  laboratory  work  per  week  for  thirty 
weeks  plus. 

In  general,  the  cost  of  food  material  may  be  kept  within  rea- 
sonable limits  (i)  by  economic  methods  of  purchase;  (2)  by  class 
management;  (3)  by  commercial  schemes. 

( I )  Rules  for  economic  buying  apply  here  as  elsewhere.  Non- 
perishable  materials  cost  less  when  bought  in  large  quantities, 
either  at  wholesale  rates  or  with  the  percentage  off  that  is  allowed 

69 


70  Equipment  for  Teaching  Domestic  Science 

by  retail  dealers  when  quantities  are  sufficient  to  make  it  profitable. 
Perishable  articles  should  be  bought  from  reliable  dealers,  who 
will  also  allow  percentage  if  the  amounts  warrant  it.  In  institu- 
tions where  there  is  a  dormitory,  or  in  schools  where  there  is  a 
lunch  room,  some  cooperation  in  purchase  makes  for  economy. 
Of  course  this  is  not  possible  in  all  places,  especially  in  the  public- 
school  system  of  our  large  cities ;  but  in  each  situation  careful 
planning  for  the  buying  must  certainly  tend  to  reduce  expenses. 

(2)  Class  Management.  In  order  to  keep  down  the  cost,  the 
following  two  plans  are  in  general  use.  Where  individual  work  is 
given,  each  child  handles  the  least  possible  quantity.  In  certain 
schools,  for  instance,  the  pupil  will  make  only  one  muffin,  say,  or 
one  baking  powder  biscuit.  The  second  method  is  to  allow  the 
children  to  work  in  groups  upon  one  dish,  the  group  varying  from 
one  to  three  or  four.  Each  of  these  methods  has  its  defects.  In 
the  first,  the  pupils  lack  all  opportunity  for  dealing  with  the  nor- 
mal quantity  as  used  in  the  family,  and  in  some  processes  fail  to 
develop  proper  methods  of  manipulation  on  this  account.  The 
chief  defect  of  the  second  method  is  that  the  child  never  has  full 
responsibility  from  beginning  to  end  for  any  one  article.  Either 
of  these  methods  will  reduce  the  cost  to  two  cents  per  capita  per 
lesson.  This  fact  is  evident  from  studying  the  statistics  appended. 
In  the  Chicago  schools  the  individual  method  is  largely  used;  in 
the  New  York  public  schools,  the  group.  If  either  of  these  meth- 
ods alone  can  reduce  the  cost  to  two  cents  per  capita,  surely  some 
wise  combination  of  the  two  might  have  the  same  result.  It  is 
in  the  batter  work,  for  instance,  that  small  quantities  give  the 
pupil  little  opportunity  to  develop  skill;  yet  a  normal  quantity  is 
costly.  Therefore,  here  it  might  be  wise  to  have  one  or  two 
lessons  of  the  individual  type,  and  others  of  the  group  type. 

(3)  There  are  several  ways  in  which  this  financial  burden  may 
be  lightened  to  the  school.  In  many  of  our  training  schools  and 
colleges  a  laboratory  fee  is  paid  by  the  students.  But  it  is  in  the 
use  of  some  commercial  plan  that  the  best  solution  of  this  difficult 
problem  may  be  found.  By  commercial  is  meant  some  plan  which 
involves  the  selling  of  the  cooked  products,  either  in  a  lunch  room 
or  to  individuals.    It  is  interesting  to  note  that  varied  forms  of  this 


Cost  of  Maintenance  71 

method  are  already  in  existence  in  different  parts  of  this  country. 
In  addition  to  the  fact  that  by  selling  products  the  appropriation 
is  increased,  there  are  two  strong  arguments  in  favor  of  this  plan : 
in  the  first  place,  it  gives  the  pupil  opportunity  to  work  with 
normal  quantities,  which  is  certainly  most  desirable;  and  in  the 
second,  it  familiarizes  her  in  a  practical  way  with  the  cost  of  food 
materials  and  with  the  market  value  of  her  labor. 

The  following  reports  are  from  schools  where  such  methods 
are  in  use : 

Miss  Annie  L.  Bennet,  director  of  the  School  of  Practical 
Arts,  Boston,  Mass.,  writes  in  1909:  "We  are  allowed  a  monthly 
sum  which  averages  one  cent  a  lesson  per  pupil.  This  allowance 
would  not  purchase  supplies  sufficient  to  enable  the  pupils  to  do 
individual  cooking  and  to  prepare  meals.  The  problems  of  util- 
izing perishable  products  and  providing  for  a  school  luncheon 
were  before  us,  and  we  decided  to  utilize  the  products  of  the 
cooking  lessons  for  the  school  lunch.  The  girls  of  the  domestic 
science  class  take  charge,  with  helpers  from  the  other  classes,  in 
arranging  and  selling  the  food.  The  proceeds  are  used  for  the 
purchase  of  supplies.  By  this  method  we  increase  our  allowance, 
so  that  girls  are  able  to  cook  larger  quantities  and  have  more 
individual  responsibility.  As  a  further  help  we  have  been  able  to 
secure  trade  discounts  at  the  stores. " 

System  worked  out  for  the  Hebrew  Technical  School  for  Girls, 
New  York  City,  by  Miss  Birdseye  and  Miss  Cumstock,  under  Miss 
Anna  Hedges,  director.  This  plan  reduces  the  outlay  to  the  school 
to  $0.0312  per  pupil  per  month.  Miss -Birdseye  wrote  in  1909: 
"For  the  past  eighteen  months  we  have  daily  prepared  and  served 
luncheons,  varying  from  sixteen  to  twenty-five  in  number,  for  the 
teachers  of  our  school.  The  price  of  these  luncheons  is  fifteen 
cents  a  meal,  and  is  intended  to  cover  simply  the  cost  of  material 
used  and  of  breakage.  The  luncheons  are  prepared,  during  the 
last  45 -minute  period  of  the  morning,  by  the  manual  senior  class, 
under  the  supervision  of  a  cooking  teacher.  This  class,  numbering 
about  twenty  students,  can  therefore  get  the  equivalent  of  two 
and  one-half  double  periods  of  cooking  a  week  without  expense 


^2  Equipment  for  Teaching  Domestic  Science 

to  the  school.  To  the  actual  cooking  of  meals  is  often  added 
experience  in  planning  the  luncheons  and  in  marketing.  It  is 
possible  also,  as  often  as  the  nature  of  the  weekly  lesson  allows, 
to  dispose  of  the  whole  or  a  part  of  the  cost  of  the  material 
used.  This  arrangement  results  not  only  in  materially  reducing 
expense  to  the  school,  but,  what  is  still  more  important,  in 
enabling  the  pupils  to  work  with  fairly  large  quantities.  We 
also,  when  cooking  cake,  bread,  preserves,  etc.,  in  large  quanti- 
ties, dispose  of  our  surplus  to  teachers,  pupils,  or  friends  of  the 
school,  among  whom  w^e  always  find  a  ready  market." 

Miss  Mary  Urie  Watson,  of  Macdonald  Institute,  Guelph, 
Ontario,  writes:  "The  revenue  from  the  sale  of  food  cooked 
in  the  Home  Economics  classes  amounted  to  $64.75  i^  I907>  which, 
of  course,  lessens  the  net  cost  of  food  stuffs,  fuel,  etc.  The  cost 
of  food  stuffs  for  class  use  is  considerably  lightened  by  the  use  of 
Macdonald  Hall  materials  whenever  the  dishes  which  the  teacher 
wishes  to  have  the  class  study  and  make  are  suitable  for  the  next 
meal  in  the  Hall.  The  housekeeper  of  the  Hall  cooperates  heartily 
in  this." 

A  list  is  appended  of  estimates  of  cost  of  materials  collected 
from  a  number  of  elementary  and  high  schools  in  1908-09.  These 
estimates  to  be  thoroughly  intelligible  should  be  accompanied  by 
the  courses  of  study,  but  space  does  not  permit. 

Boston  Public  Elementary  School per  capita  per  lesson  $0,023 

Public  Elementary  School,  Chicago,  111 "  "  .02 

Public  Elementary  School,  Los  Angeles,  Cal.,  "  "  .021 

Public  Elementary  School,  Minneapolis,  Minn.,  "  "  .02 

Public  Elementary  School,  Newark,  N.J "  "  .02 

Public  Elementary  School,  New  York "  "  .02 

Public  Elementary  School,  Philadelphia,  Pa.. .  "  **  .02 

Public  Elementary  School,  St.  Louis,  Mo "  "  .02 

Public  Elementary  School,  Washington,  D.  C,  "  "  .02 
Boston  Public  High  School  of  Practical  Arts, 

allowed "  "  .01 

Public  High  School,  Los  Angeles,  Cal "  "  .021 

High    School    Classes,    Macdonald    Institute, 

Guelph,  Canada  "  "  .027 


Cost  of  Maintenance  .  73 

Public  High  School,  St.  Louis,  Mo per  capita  per  lesson  $0.02 

Public  High  School,  Washington,  D.  C "                 "  .02 

Public  High  School,  Brookline,  Mass.,  provisions  per  year,  about 

eighty  pupils  250.00 

The  average  cost  of  materials  as  reported  from  a  few  col- 
leges is  per  student  per  year,  six  hours  a  week  for  thirty  to 
thirty-six  weeks,  $7.50  to  $10. 

Another  expense  is  the  cleansing  of  the  laboratories.  In  most 
of  our  schools  it  is  not  possible  to  have  paid  service,  and  therefore 
most  of  the  cleansing  has  to  be  done  by  the  pupils  in  conjunction 
with  the  janitor;  but  here,  again,  it  is  sometimes  necessary  for 
the  teacher  to  insist  that  something  be  allowed  her,  at  least 
occasionally,  for  the  services  of  a  trained  worker. 

The  question  of  laundering  towels  is  a  difficult  one.  In  a 
school  kitchen,  if  the  schedule  allows  time  enough,  the  children 
can  wash  the  towels  daily;  but  in  addition  to  this  the  towels 
need  to  be  sent  out  once  in  a  while  to  be  thoroughly  laundered. 
If  there  is  a  laundry  in  the  building,  of  course  the  work  may  be 
done  there.  In  many  schools  there  is  not  time  enough  for  the 
pupils  to  complete  their  work  in  cooking  and  also  to  wash  the 
towels  properly;  this,  then,  becomes  quite  an  item  of  expense. 
The  following  item  shows  how  much  this  means  in  the  budget. 
Towels  for  about  300  students  per  week,  thirty  weeks,  $200. 

Very  few  estimates  have  been  obtained  for  the  annual  break- 
age and  wear.  At  Teachers  College,  Columbia  University,  in 
three  cooking  and  two  dining  rooms,  including  the  college  rooms 
and  the  Speyer  School,  used  weekly  by  some  400  students,  includ- 
ing children,  the  cost  has  been  estimated  for  the  years  1906-07, 
1907-08,  as  follows :  Breakage,  $25 ;  replacing  towels,  $30. 

Very  little  information  has  been  collected  as  yet  in  regard  to 
the  total  cost  of  maintenance  of  a  large  department  of  domestic 
science.  This  total  would  include  teachers'  salaries.  One  well- 
equipped  department  belonging  to  a  Western  university  reports 
$16,000  as  the  total  for  the  year. 


CHAPTER   VIII 

PORTABLE    EQUIPMENT    FOR   LECTURES 

At  the  present  time  the  teacher  of  Domestic  Science,  either 
in  pubHc  school  work  or  in  college,  is  called  upon  to  give  some 
form  of  public  lecture.  This  may  be  before  a  Woman's  Club, 
a  Mothers'  Club,  a  Farmers'  Institute  or  Grange.  In  some 
states  the  attempt  has  been  made  to  arouse  public  interest  by 
sending  a  teacher  or  group  of  teachers  in  a  car  equipped  for 
Domestic  Science  lectures.  This  is  one  means  of  enlarging  the 
work,  and  all  teachers  should  be  ready  to  respond  to  this  demand. 
The  following  suggestions  have  been  contributed  to  this  volume 
by  Miss  Anna  Barrows,  well  known  as  a  successful  worker  in 
the  extension  field. 

Portable  Equipment  for  Demonstration  Lecture 

The  teacher  of  Domestic  Science  who  does  itinerant  work, 
whether  before  women's  clubs  or  at  agricultural  meetings, 
gradually  eliminates  the  unnecessary  and  selects  the  most  help- 
ful articles  for  her  equipment.  To  be  sure  that  the  outfit  is  at 
the  right  place  on  time,  it  should  be  packed  in  a  case  which  the 
teacher  herself  can  carry.  Baskets  or  straw  cases  admit  dust 
and  break  easily,  hence  are  unsuitable  for  long  journeys.  Leather 
suit  cases  are  too  heavy.  Certain  fiber  preparations  are  quite 
satisfactory,  such  as  are  used  extensively  by  commercial  travelers. 
An  extension  case  of  this  type  about  15  x  20  inches  weighs 
three  and  one-half  pounds.  It  requires  a  strong  shawl  strap 
with  an  easy  handle,  and  then  may  contain  good-sized  utensils. 
Sometimes  a  smaller  sized  case  is  sufficient. 

Stove,  dishpan,  water  and  garbage  pails,  and  dishes  for 
serving  may  be  provided  at  the  place  where  the  lecture  is  to  be 
given. 

74 


Portable  Equipment  for  Lectures  75 

Fortunate  is  the  teacher  where  a  gas  stove  is  available,  but 
this  is  rare  in  small  towns;  and  kerosene,  gasoline,  and  alcohol 
do  excellent  work. 

A  traveling  chafing  dish,  the  inverted  standard  of  which  may 
be  packed  in  the  pans,  takes  up  little  space.  Other  chafing  dishes 
are  often  loaned  by  members  of  a  woman's  club. 

A  simple  alcohol  lamp  is  to  be  preferred  for  farmers'  insti- 
tutes, since  the  chafing  dish  sometimes  is  looked  upon  as  a  fad 
rather  than  a  really  helpful  utensil. 

Some  lecturers  have  preferred  to  send  a  list  of  needed  utensils 
to  be  provided  by  the  committee  in  charge ;  but  names  of  articles 
may  be  misunderstood,  or  the  right  utensil  cannot  be  found  in 
town. 

Work  can  be  done  with  greater  ease  when  utensils  and  recipes 
fit  each  other.  A  lecture  proceeds  more  smoothly  when  a  teacher 
selects  her  own  tools. 

The  essential  articles  for  a  single  demonstration  lecture  are 
those  with  which  nine-tenths  of  the  food  for  an  average  family 
is  prepared.  The  difference  is  in  size  and  weight  rather  than  in 
the  purpose  of  the  tool. 

The  usual  single  school  desk  equipment  is  a  fair  supply, 
plus  any  special  utensil  required  by  the  particular  foods  to  be 
demonstrated. 

Portable  Equipment  for  Demonstration  Lectures 

Suitable  for  single  demonstration,  with  simple  work. 

Alcohol  lamp  Saucepan,  ^  pint 

Paring  knife  Bowl,  i  quart 

Case  knife  Bowl,  i  pint 

Palette  knife  Plates  . 

Fork  Measuring  cup,  glass 

Tablespoon  Measuring  cup,  tin 

Teaspoons  Pudding  pans 

Wooden  spoon  4  or  6  enamel  cups 

Can  opener  Pastry  brush 

Egg  beaters   (Dover,  wire)  Strainer,  small,  fine 

Grater  Strainer,  larger,  coarse 

Omelet  pan  Scrubbing  brush,  small 

Saucepan,  i  pint  Small  rolling  pin 


76  Equipment  for  Teaching  Domestic  Science 

The  choice  of  the  utensils  shown  in  Figs.  58  and  59  has  been 
an  evolution,  and  it  varies  according  to  the  subject  of  the  lecture. 

The  special  aim  has  been  to  secure  light  utensils,  well  made, 
easy  to  keep  clean;  just  the  points  every  housekeeper  should 
consider  in  furnishing  her  own  kitchen. 

The  utensils  are  selected  to  fit  into  each  other  and  to  occupy 
as  little  space  as  possible.  Each  article  is  wrapped  in  soft  paper 
to  prevent  needless  defacement  in  the  hands  of  the  baggage  man, 
or  when  the  bag  bounces  out  of  the  carriage  on  the  hard,  frozen 
ground,  as  has  happened. 

In  the  picture  (Fig.  58)  the  plates  are  on  edge,  but  when 
packed  they  fit  under  the  saucepans  and  bowls.  The  board, 
though  small,  adds  to  the  weight  and  is  not  essential.  Strong, 
smooth  paper  will  usually  serve  the  same  purpose. 

The  contents  as  here  described  wxre  used  for  a  series  of 
demonstrations  before  farmers'  institutes,  only  one  or  two  lec- 
tures being  given  in  each  place.  The  tiny  alcohol  lamp  was 
supplanted  by  the  coal  or  wood  heater,  or  in  some  cases  by  a 
gasoline  stove. 

Among  the  dishes  prepared  were  omelets,  white  sauce,  cheese 
fondu,  salmon  loaf,  beef  cutlets,  brown  gravy,  potato  soup, 
custards,  dumplings,  etc. 

Often  when  there  was  not  time  for  a  cooking  lecture,  this 
bag  and  its  contents  have  been  the  basis  of  a  talk  on  helpful 
utensils.  Many  women,  especially  in  old  country  houses,  con- 
tinue to  use  the  appliances  of  past  generations. 

As  Mrs.  Kedzie  has  said:  "Kitchen  utensils  cost  less  than 
coffins."  No  article  here  is  too  expensive  for  the  average  home. 
Yet  there  are  wealthy  households  which  lack  some  of  these 
helpful  tools. 

Bowls  and  pans  of  agate,  aluminum,  or  enamel  wear  may 
be  used  like  saucepans  directly  over  the  flame,  or  the  larger  set 
over  a  smaller  holding  water,  like  a  double  boiler.  Tin  or  alumi- 
num plates  to  fit  may  serve  as  covers  for  such  pans  while  potatoes 
boil  and  dough  rises,  and  are  also  for  baking  the  bread  later. 

By  inverting  a  bowl  over  a  deep  frying  pan  and  keeping 
water  In  the  latter,  it  is  possible  to  steam  a  meat  loaf  or  a  pud- 


Portable  Equipment  for  Lectures  yy 

ding  in  a  mold  set  on  a  trivet  or  some  nails.  Timbal  or  custard 
cups  of  enamel,  aluminum,  or  tin  will  serve  many  purposes  and 
their  contents  be  cooked  much  sooner  than  if  all  were  in  a  large 
mold. 

The  deep,  oval,  agate  pudding  dish  below  (Fig.  58),  and 
beyond  that  the  agate  pan  with  rounding  corners,  are  useful 
for  many  purposes  and  easy  to  wash. 

Two  measuring  cups  are  included.  The  glass  one  is  an  excep- 
tion to  the  safe  rule  of  taking  nothing  breakable,  but  wrapped 
in  a  towel  and  placed  in  a  bowl  will  travel  safely. 

Incidentals  usually  included  in  the  contents  of  the  case  are 
matches,  paper  towels,  napkins,  plates  and  ice  cream  spoons, 
cheesecloth,  soap,  sand  soap,  dish  towels,  holders,  two  aprons. 
Tiny  tin  boxes  saved  from  samples  of  cocoa,  etc.,  hold  small 
quantities  of  salt,  pepper,  paprika,  soda,  baking  powder,  spices, 
herbs,  etc.,  of  which  only  small  quantities  are  needed.  A  few 
larger  one-half  pound  boxes  may  contain  flour,  dry  crumbs,  etc. 

Though  denatured  alcohol  may  be  procured  almost  every- 
where, still  it  is  wise  to  provide  some  in  advance.  A  pint  bottle 
may  be  wrapped  in  a  towel  and  packed  in  a  tin  cracker  box. 

A  trunk  is  needed  where  six  or  eight  lectures  are  to  be  given 
in  one  hall  or  where  all  meetings  are  on  railroad  routes,  but  not 
where  stages  or  trolleys  provide  means  of  conveyance. 

A  half  trunk  or  steamer  trunk  is  often  sufficient.  Unless  an 
exceedingly  good  one  is  chosen,  the  weight  of  the  contents 
will  soon  shatter  the  trays,  but  these  may  be  reen forced,  and 
an  inexpensive  trunk  will  make  many  trips. 

One  shallow  tray  will  carry  the  white  dress,  aprons,  towels, 
holders,  etc.  A  deeper  one  will  contain  the  choicer  utensils,  books, 
charts,  etc.  The  lower  portion  of  the  trunk  may  be  subdivided 
further,  if  desirable,  by  strong  pasteboard  boxes. 

Forethought  in  choice  of  utensils  will  also  result  in  saving 
some  space  for  charts,  books.  United  States  Department  of  Agri- 
culture bulletins,  and  other  illustrative  material.  These  are  as 
essential  for  the  itinerant  teacher  as  the  tools  for  cookery. 

The  most  satisfactory  charts  are  those  made  on  cloth,  because 
these  may  be  folded  and  packed  in  small  space.  Charts  on 
wooden  rollers  are  most  inconvenient. 


y8  Equipment  for  Teaching  Domestic  Science 

Lectures  on  human  foods  and  other  lines  of  home  economics 
will  secure  a  place  on  the  program  of  educational  meetings  more 
often  when  the  teachers  make  greater  use  of  the  blackboard  and 
charts,  and  cease  to  try  to  give  lessons  suitable  only  in  well- 
equipped  cooking  schools. 

The  railway  car  is  coming  to  the  front  as  an  itinerant  school- 
house,  and  a  few  have  been  fitted  for  home  economics  lectures. 
Usually  these  are  a  part  of  the  trains  sent  out  from  the  agricul- 
tural colleges,  and  some  space  is  given  to  exhibits  of  work  done 
by  the  students.  The  walls  afford  space  for  charts,  books,  and 
models  which  cannot  be  damaged  by  the  motion  of  the  train.  A 
blackboard  is  an  essential  part  of  the  equipment.  Otherwise  the 
outfit  already  described  will  serve  the  purpose  of  the  teacher 
who  is  to  give  demonstration  lectures  in  the  car. 


CHAPTER  IX 

NEW  DEVELOPMENTS  IN  HOUSEHOLD  ARTS 

EQUIPMENT 

The  development  of  vocational  work  in  the  field  of  household 
arts  is  bringing  about  changes  in  the  equipment.  Already  we  are 
alluding  to  the  "old-fashioned  hollow  square."  A  word  of  caution 
in  regard  to  new  devices  and  plans  may  not  be  out  of  place.  It 
may  not  be  the  part  of  wisdom  to  discard  entirely  the  older  equip- 
ments until  the  newer  have  proved  their  value.  While  it  is  un- 
deniably true  that  to  be  effective  school  work  in  the  household 
arts  must  train  more  thoroughly  for  homemaking  and  for  remuner- 
ative occupations,  it  is  equally  true  that  the  form  of  equipment  is 
but  one  element  in  the  situation.  That  is  to  say,  a  teacher  who 
has  the  right  attitude  and  an  intimate  knowledge  of  social  condi- 
tions can  aid  her  pupils  to  acquire  knowledge  that  is  serviceable 
with  a  meager  and  old-fashioned  equipment,  while  another  will 
fail  surrounded  by  the  most  up-to-date  and  modern  apparatus. 

The  Practice  House 

The  following  quotation  from  a  circular  letter  issued  by  the 
Bureau  of  Education  shows  the  drift  of  opinion  in  this  direction : 

Housekeeping  cottages,  in  which  the  students  obtain  actual  prac- 
tice in  household  work,  are  a  prominent  feature  of  current  progress  in 
home  economics,  according  to  a  report  issued  by  the  Department 
of  the  Interior  through  the  Bureau  of  Education. 

"The  practice  house  is  as  distinctly  a  legitimate  part  of  the  equip- 
ment for  teaching  home  economics  as  the  sewing  machine,  ironing 
board,  or  individual  desk  with  its  cooking  utensils,"  declares  the  report. 

"Home  economics  departments  in  schools  and  colleges  are  not  all 
so  fortunate  as  to  have  residences  in  which  to  instruct  in  home  manage- 

79 


8o  Equipment  for  Teaching  Domestic  Science 

ment  and  in  housewifery.  There  has  been  some  hesitancy  among 
school  officers  because  of  the  initial  expense  of  a  practice  house.  But 
as  it  is  recognized  that  these  houses  are  quite  as  necessary  as  are  good 
laboratories,  and  that  the  maintenance  costs  are  not  excessive,  more 
departments  are  being  thus  supplied.  These  houses  offer  opportunities 
for  experimental  studies  in  household  administration,  make  practice 
in  home  furnishing  possible,  and  afford  excellent  places  for  studies  in 
nutrition." 

The  large  practice  house  is  more  commonly  found  in  connection 
with  a  college  or  university,  or  with  a  normal  school.  The  small 
house  is  used  in  connection  with  the  public  school  system  of 
Washington,  D.  C. 

It  is  difficult  at  this  date  to  gather  exact  statistics  in  regard  to 
the  cost  of  purchase  or  of  building,  and  of  equipping  the  house. 
Not  infrequently  a  house  on  the  college  grounds  or  near  by  is  re- 
modeled at  a  comparatively  slight  expense.  Pratt  Institute  rents 
its  practice  house  at  the  cost  of  $47.50  per  month,  which  includes 
heat  and  hot  water  supply.  In  several  cases  where  inquiries  have 
been  made,  the  exact  cost  of  furnishing  is  not  known  because  the 
furniture  was  removed  in  some  instances  from  other  rooms  and 
sometimes  a  few  pieces  were  gifts.  It  may  be  said,  however,  that 
when  such  a  practice  house  is  projected,  information  may  be 
obtained  through  the  Bureau  of  Education  at  Washington.  The 
furnishing  should  be  in  good  taste  and  not  elaborate.* 


The  School  Apartment 

The  use  of  a  neighborhood  apartment  is  increasing  in  our 
city  systems.f  The  following  figures  cover  in  detail  the  furnishing 
of  an  apartment  used  by  the  Department  of  Household  Arts  at 
Teachers  College.  The  planning  of  the  furniture  and  a  portion 
of  the  buying  were  used  as  class  exercises : 

*Miss  I.  E.  Lord,  of  Pratt  Institute,  Brooklyn,  N.  Y.,  is  preparing  a 
detailed  report  of  Practice  Houses. 

fMiss  Mabel  Hyde  Kittredge,  New  York  City,  was  a  pioneer  in  this 
field,  and  her  untiring  energy  has  resulted  in  the  acceptance  of  a  number 
of  school  apartments  by  the  Board  of  Education. 


New  Developments  in  Household  Arts  Equipment        8i 

Complete  List  of  Furnishings  for  the  Amy  Schussler 
Apartment,  with  Cost 

(From  Teachers  College  Record,  March,  1915) 


/{-REFRIGERATOR 

il 

iz'o'm  6-9' 
BEDROO'M 

1 

1      D 

B'FlREPI-ACE 

c-cupboards 
D-Closets 

l3'-IO\6'-9' 

BED  ROOM 

^    ifflMi  mil — mmip — i 

^^.5_K\— 

BATH 
ROOM 

KITCHEN  L 

lA-S'nlO'-O' 

DINING 
ROOM 

T^ 

fs'o'xio'-o' 
LIVING 

ROOM 

/^              i_iyi#   , 

L^ 

nf^LmL^ 

FLQOR  PLAN   OF   AMY   SCHUSSLER  APARTMENT 


Oil  lamp,  complete 

Desk  blotter   

Waste  basket 

Pictures  framed 

( Pictures    from    Times 
Supplement) 

Blanket  for  couch 

Comforter  for  couch 

Pillowcases  for  couch . . , 

Sheets 

Huck  towels 

Bath  towels 

Desk  table 

Chiffonier    

Crex  rug   

Wicker  armchair 

Wooden  rocker 


LIVING  ROOM 

$4.85        I  Wood  straight  chair $1.89 

.05        I  Couch  5.67 

.50        I  Mattress 4.63 

1.20        2  Pillows 1. 18 

4  Curtain  rods .40 

I  Brass  candlestick .45 

3.39        2  Small  brass  vases .40 

1.98        2  Pair  cheesecloth  curtains,  .80 

.34        2  Pair  chintz  curtains .80 

1.56        I  Couch  cover  (materials),  .75 

.75        I  Chiffonier  cover .12 

.38        I  Cover  for  desk .12 

5.30        I  Pair  portieres  (12  yds.),  2.00 

7.55        2  Pillow  covers  on  couch. .  .30 

3.48  I  Pair  bookcase  curtains  . .  .30 

4.49  I  Bayberry  candle .10 

3.34  

Total $59.07 


I  Cream  pitcher  \ 
I  Sugar  bowl  I 
6  Oak  cane-seat  chairs 

6  Dessert  dishes 

I  Water  pitcher 

I  Fish  globe 


DINING  ROOM 

^              2  Shakers    $  .20 

^  ■  ^        I  Crex  rug    3,48 

7.50        I  Serving  table 7.49 

.60      12  Teaspoons  1.24 

.10        6  Dessert  spoons 1.12 

.10        6  Forks    1.24 


82 


Equipment  for  Teaching  Domestic  Science 


6  Knives    $i.74 

12  Tumblers  .48 

6  Oatmeal  dishes .90 

6  Dinner  plates 1.20 

6  Tea  plates  .90 

6  Bread  and  butter  plates. .  .60 

6  cups  and  saucers 1.24 

2  Open  vegetable  dishes ...  .98 

I  Platter 79 

1  Platter    49 

2  Curtain  rods .20 

I  Carving  set .74 

I  Table  (plus  stain,  .57)  . .  4.70 

I  Brass  tray .80 

1  Step-ladder  chair $i-43 

2  Pot  covers .12 

I  Pot  cover .08 

I  Saucepan  .24 

I  Butter  crock .33 

I  Flour  canister  (lolbs.)  . .  1.02 

1  Mop 35 

2  Curtain  rods .20 

i^  Yds.  oilcloth  for  tops 

of  tubs  .30 

2  Knives    .14 

I  Pallet  knife 21 

I  Chop  knife .22 

1  Knife  and  fork .15 

2  Spoons   .12 

2  Spoons   .22 

I  Knife 29 

I  Can  opener .08 

I  Dozen  hooks .10 

I  Scrub  brush .14 

I  Vegetable  brush .03 

I  Saucepan   .33 

I  Double  boiler   .93 

I  Coffee  pot   .74 

I  Kettle   1.24 

I  Soup  strainer .18 

I  Soap  shaker    .08 

I  Sink  strainer   .11 

I  Potato  masher .08 

I  Garbage  can   .39 

I  Scrub  pail   .19 

I  Fry  pan .15 

I  Fry  pan    .05 

I  Roast  pan .44 

I  Chop  bowl .22 

I  Roll  pin    .10 

1  Bread  board   .32 

2  Bread  pans   .38 


Pair  cheesecloth  curtains, 

Pair  chintz  curtains 

Table    runners    of    Jap- 
anese toweling   

Cover  for  serving  table. . 
Framing  three  pictures. . 

Bracket 

Bowl  

Silence  cloth 

Tablecloth  

Dozen  napkins 


)  .40 
•50 

.56 

.28 

1.20 

.20 

.10 

.90 

1.88 

1.63 


Total $46.73 


KITCHEN 


I  Hair  brush 

I  Egg  beater 

6  Mason  jars   

6  Mason  jars  

I  Yellow  bowl   

I  Yellow  bowl   

I  Salt  box 

I  Broom    

I  Dustpan  

I  Bread  box 

I  Sugar  can 

I  Colander    

1  Dishpan   

2  Pie  tins 

I  Boiler   

I  Muffin  tin 

I  Wash  basket 

I  Ironing  board 

I  Set  irons    

50  Clothespins   

I  Washboard   

I  Towel  roller 

I  Line 

I  Pan   

I  Spoon  

I  Soap  dish 

I  Measuring  cup 

I  Window  sash  curtain  . . . 
I  Pair    curtains    for    cup- 
board   

I  Bracket 

I  Plant 

I  Glass  holder 

Oilcloth  for  window  box, 

6  Dish  towels 

6  Dishcloths  


$  .49 
.05 
.25 
.30 
.42 
.16 
.29 

•35 
.12 
.66 

.63 
40 

^5 

.14 

1.69 

.30 
.59 
.59 
1.25 
.09 

•55 
.35 
.49 
.19 
.11 

.15 
.11 
.12 

.15 
.20 

.50 
.10 
.30 

.75 
.35 


Total $25.14 


New  Developments  in  Household  Arts  Equipment        83 


BATHROOM 


Roll  paper  holder 

Toilet  brush   

Bath  mat  

Towel  racks  @  10  cents . 
Mirror 


$  .10 

.10 

.50 

.30 

1.24 


I  Curtain  rod 

I  Pair  cheesecloth  curtains, 

I  Shelf-white 

I  Soap  dish 


$  .10 
.12 
.94 
.38 


Total $3.78 


FRONT  BEDROOM 


Desk  blotter   

Oak  mirror  

Blanket  for  bed 

Comforter  for  bed 

Pillowcases  

Sheets 

Huck  towels 

Bath  towels 

Closet  bars  for  clothes 

Bureau  

Rag  rug  

Wicker  armchair 

Bed  

Spring    


$  .05  I  Mattress 

1.75  I  Pillow 

3.39  I  Table  for  desk 

1.98  2  Curtain  rods 

.42  I  Pair  cheesecloth  curtains, 

1.56  I  Pair    of     over    curtains 

•75  (Japanese  toweling)  . . 

.     .38  I  Bed    cover    and    pillow 

.20  cover  (materials)   

6.80  I  Cover  for  desk  table 
1. 19  (Japanese  toweling)  . . 

4.49  I  Bureau  cover  (materials), 

3.24  I  Chair  cushion  cover 

3.34 


$5.19 
1.09 

1.89 
.20 
.40 

.50 

1.50 

.17 

.    .11 

.22 


Total $40.81 


BACK  BEDROOM 


Desk  blotter 

Oak  mirror 

Blanket  for  bed 

Comforter  for  bed 

Pillowcases  

Sheets 

Huck  towels 

Bath  towels 

Closet  bars  for  clothes. 

Bureau   

Rag  rug 

Wicker  armchair 

Couch  

Mattress 

Pillows 


$  .05 
1-75 
3-39 
1.98 

.34 

1.56 

.75 

.38 

.20 

6.80 

1. 19 

4.49 

S.67 

4-63 

1.18 


Table_  for  desk $1.89 

Curtain  rods .20 

Brass  vase  for  desk .20 

Pair  cheesecloth  curtains,  .40 
Pair  over  curtains  (Jap- 
anese toweling)   .6^ 

Couch  cover  (materials),  .75 
Desk     cover     (Japanese 

toweling)  .14 

Bureau   scarf    (Japanese 

toweling)  .21 

Pillow  cover .14 

Pillow  covers  on  couch. .  .30 


Total $39-22 


TOTAL 


Dining  Room  $46.73 

Living  Room 59-07 

Front  Bedroom  40.81 

Back  Bedroom  39-22 

Kitchen 25.14 

Bathroom 3-78 


$214.75 


84  Equipment  for  Teaching  Domestic  Science 

The  items  of  expense  for  the  apartment  were  as  follows : 

Rent— eight  months  at  $27 $216 

Light  and  gas  for  cooking — eight  months  (approximately)  . .  20 

Research  work  (recreation  ) 20 

Furnishing    214 

$470 

The  Washington  Irving  High  School,  New  York  City,  has  a 
model  of  an  apartment  built  in  to  one  of  its  classrooms,  running 
down  one  side  of  the  room,  each  smaller  room  opening  into  the 
classroom.  At  least  one  elementary  school  has  this  same  plan. 
The  apartment  in  the  school  building  does  away  with  the  tedious 
and  inconvenient  passage  of  the  classes  back  and  forth  to  an  out- 
side apartment.  The  apartment  or  small  house,  however,  outside 
of  the  school  building  gives  the  conditions  actually  like  the  homes 
of  the  pupils. 

In  the  latter  type  of  school  apartment  not  more  than  fifteen 
girls  can  work  conveniently  at  a  time,  which  makes  a  difficulty  in 
the  school  program  and  limits  the  number  of  pupils  who  can 
use  the  apartment. 

The  Unit  Kitchen 

The  Unit  Kitchen  is  the  result  of  an  effort  to  bring  the  home 
kitchen,  rather  than  the  whole  apartment,  into  the  school.  This 
plan  was  devised  by  Mrs.  I.  P.  O'Leary,  and  is  described  in  a 
pamphlet,  "Cooking  in  the  Vocational  Schools,"  written  by  Mrs. 
O'Leary,  published  by  the  Bureau  of  Education,  Washington, 
D.  C.  In  the  full  development  of  this  plan,  a  series  of  small 
kitchens  are  built  in  at  the  side  or  sides  of  a  larger  room,  all  open- 
ing into  the  center.  In  some  cases  partitions  go  to  the  ceiling, 
but  the  better  plan  seems  to  be  to  have  the  partition  lower.  Each 
little  kitchen  is  equipped  like  a  small  home  kitchen — sink,  stove, 
and  so  on.  Mrs.  O'Leary's  original  plan  was  to  have  only  four 
children  working  in  this  kitchen,  but  where  the  classes  are  large 
it  has  sometimes  been  necessary  to  assign  six  children  to  each  unit. 

One  or  two  reports  from  schools  where  this  plan  has  been 
installed  make  the  statement  that  the  plan  is  somewhat  difficult 
for  the  teacher  to  manage,  especially  with  the  younger  children. 


New  Developments  in  Household  Arts  Equipment        85 

In  one  high  school  where  this  plan  is  in  use,  the  teacher  has  had 
a  table  built  in  at  one  side  of  the  large  room,  where  she  can  gather 
the  younger  children  together  for  certain  purposes  of  instruction. 
There  is  much  to  be  said  in  favor  of  the  unit  kitchen  if  it  is  not 
carried  to  an  extreme  and  if  some  provision  is  made  for  the  un- 
trained younger  children. 

The  superintendent  of  schools  at  South  Manchester,  Conn., 
has  a  combination  of  individual  tables  in  one  laboratory,  with 
unit  kitchens  adjoining.  Some  such  arrangement  as  this  seems  a 
wise  and  practicable  one  at  this  stage  of  development.  What  is 
required  is  an  equipment  that  gives  the  pupil  free  play  under  fairly 
natural  conditions.  To  abolish  entirely  the  use  of  small  stoves 
seems  hardly  sensible  in  view  of  the  fact  that  housekeepers  all 
over  the  country  are  using  them.  The  chafing  dish,  the  small  gas 
stove,  the  small  oil  stove,  are  all  useful  in  their  time  and  place. 

The  School  Lunchroom  as  a  Cooking  Laboratory 

A  recent  investigation  shows  an  increasing  number  of  schools 
in  the  country  where  there  is  more  or  less  cooperation  between 
the  domestic  science  classes  and  the  lunchroom.  At  the  Park  Ridge 
High  School,  Park  Ridge,  N.  J.,  the  lunchroom  is  the  only  cook- 
ing laboratory.  The  lunchroom,  however,  serves  only  from  forty 
to  fifty  people.  In  some  schools  the  pupils  serve  an  apprenticeship 
in  the  ordinary  laboratory  and  begin  their  work  for  the  lunch- 
room by  degrees.  There  is  one  important  point  to  be  noted  here 
which  involves  an  educational  element  and  a  practical  one.  Where 
food  is  to  be  served  in  the  lunchroom  or  to  be  sold,  it  must  be  of 
standard  quality.  In  the  process  of  arriving  at  a  standard,  the 
unskilled  worker  must  of  necessity  sometimes  turn  out  a  poor 
product,  unless  she  is  merely  acting  as  hands  to  the  teacher's  brain. 

In  the  school  where  several  hundred  people  are  served  daily, 
it  would  seem  the  wiser  plan  to  have  cooperation  between  the 
cooking  classes  and  the  lunchroom,  instead  of  the  complete  man- 
agement of  the  lunchroom  by  teacher  and  pupils.  No  up-to-date 
teacher,  however,  will  refuse  the  opportunity  to  instruct  by  means 
of  such  a  live  project  as  the  school  luncheon. 


ILLUSTRATIONS    OF    EQUIPMENT 


•' 

Fig.  28.     Table  setting  laboratory,   School  of   Household  Arts,  Teachers 
College,   Columbia  University 


Fig.  29.     Cooking  laboratory,   School  of  Household  Arts,    Teachers 
College,   Columbia  University 

87 


88 


Equipment  for  Teaching  Domestic  Science 


Fig.  30.     Commercial  cupboard 


Fig.  31.     Portable  lauiidr\ 


equipment  in  use  in  Teachers  College, 
old  building 


Illustrations  of  Equipment 


89 


Fig.  32.     Portable  laundry  equipment  exhibit,  1904,  Domestic  Science 
Department,  Teachers   College,  Columbia  University 


Fig.  32-     Exhibit  of  laundry  work,   1904,  Domestic  Science  Department, 
Teachers   College,   Columbia  University 


90 


Ecjiiipiiiciit  for  Teaching  Domestic  Science 


Fig.  34.     Laundry  work,  New  York  City  public  schools 


Fig.  35.     Domestic  Science  laundry  work,  New  York  City  public  schools 


Illustrations  of  Equipment 


91 


Fig.  s^-     Laundry  classroom,  Macdonald  Institute,  Guelph,  Canada 


Fig.  S7.     Dining  table,  University  of  Nebraska,  temporary  building 


92  Equipment  for  TeacJiiiig  Domestic  Science 


Fig.  38.     Dining   room,   Mechanics    Institute,    Rochester,   N.   Y. 


Fig.  39.     Dining  room,  University  of  TlHnois 


Illustrations  of  Equipment 


Fig.  40.     Packing  box  equipment,  Teachers  College,  Columbia  University 


Fig.  41.     Portable  equipment  for  district  schools,  Macdonald  Institute, 
Guelph,  Canada.     Boards  on  horses 


94 


Equipment  for  TeacJiiiig  Domestic  Science 


Fig.  42.     Portable  equipment   for  district  schools,  Macdonald  Institute, 
Guelpli,  Canada.     Boards  on  schoolroom  desks 


Fig.  43.     Stored   portable   equipment    for   district   schools,   Macdonald 
Institute,  Guelph,  Canada 


Illustrations  of  Equipment 


Fig.  44.     Equipment  in   Elementary   Public   School,   Washington,   D.   C. 


Fig.  45.     Ogden  Cooking  School,  State  Normal  School,  Athens,  Ga. 


96 


Equipment  for  Teaching  Domestic  Science 


Fig.  46.     Kitchen  remodeled  from  classroom,  Tenafly,  N.  J. 


Fig.  47.     Brookline  High   School,  Brookline,  Mass. 


Illustrations  of  Equipment 


97 


Fig.  48.     Cooking  room,  Public  School  21,  Manhattan,  New  York  City 


Fig.  49.     Cooking  room.  Technical  High   School,  Cleveland,  Ohio 


98 


Eqiiipjiiciif  for  Teaching  Domestic  Science 


Fig.  50.     Domestic  Science  room,  James  E.  Yeatman  High  School, 
St.  Louis,  Mo.     WiUiam  B.  Ittner,  architect 


Fig.  5T.     Kitchen,  Drexcl  Institute,  Philadelphia,  Pa. 


lUiistnitions  of  Equipinciit 


99 


Fig.  52.     Kitchen,  Mechanics  Institute,  Rochester,  N.  Y. 


Fig.  53.     Practice  kitchen,  Macdonald  Institute,  Guelph,  Canada 


100  Equipment  for  Tcacliini:;  Domestic  Science 


Fig.  54.     Kitchen,  Macdonald  Institute,  Guelph,  Canada 


Fig.  55.     Kitchen,  Department  of  Household  Science,  University  of 

Illinois 


Illustrations  of  Equipment 


lOI 


Fig.  56.     Food  laboratory,  University  of  Illinois 


Fig.  57.     Portable  equipment  for  demonstration,   Domestic  Science 
Department,  Teachers  College,  Columbia  University 


102  Eqiiipiiiciit  for  Teaching  Domestic  Science 


Fig.  58.     Portable  equipment  used  by  Miss  Anna  Barrows 


Fig.  59.     Portable  equipment  used  by  Miss  Anna  Barrows 


INDEX 


Agriculture,  Department  of,  44 
Aladdin  oven,  30 
Amy  Schiissler  apartment,  81 
Apparatus  for  scientific  experiment, 

43,  44,  68 
Atkinson  cooker,  28 

Boardman  School,  53 

Boston,  Public  Elementary   School, 

14,    65,    72;     High    School    of 

Practical  Arts,  71 
Brookline  Public  High  School,  68, 

73,88 
Buns  en  burners,  32,  33,  35,  64,  65,  67 

Carnegie  Food  Laboratory,  26 

Carnegie  Technical  School,  20 

Charts,  44,  45 

Cooking  laboratory,  13-46,  79,  89, 
90,  93 

Chicago  Public  Elementary  School, 
72 

Cupboards.  See  Shelves  and  Work 
Tables 

Cleveland  Technical  High  School,  33 

Coal  stoves,  29;  cost  of,  28,  29,  64, 
65,  66 

Continuous  rack,  33-34,  35,  91 ;  cost 
of,  35,  65 

Cost  of  maintenance  of  domestic 
science  work,  69-73  5  per  cap- 
ita, 69;  plans  for  decreasing, 
70-73 

Denatured  alcohol  stoves,  30 
Departmental  cooperation,  47,  48 
Dining  room,  47-48,  49,  64,  79,  83,  84 
Domestic  art  work,  6,  7,  15,  47 
Drexel  Institute,  10,  18,  21,  90 

Electric  attachments  for  stoves,  28, 

30 

Estimated  cost  of  equipments,  60-68 

Equipment,    2-4;    care    of,    57,    58; 

inventory  of,  58;  purchase  of, 

57;   storing  of,  58.    See  Cook- 


ing laboratory.  Dining  room, 
Estimated  cost  of  equipment. 
Home  nursing,  Housekeeping, 
Laundry,  Table  setting.  Utensils 
Evanston  Public  Schools,  3 

Fireless  cooker,  28,  30 
Floor  finish.    See  Rooms 

Gas  stoves,  29;  cost  of,  29,  30,  64, 
65,  ^7 

Hartford  High  School,  32,  33 
Hebrew  Technical  School,  71 
Home  nursing,  55 ;   equipment  for, 

55,  56 
Hot  plates,  31-32,  33,  89 
Housekeeping,    58;    equipment    for, 

43.    See  Rooms 

Illustrative    material.      See    Charts 

and  Specimens 
Individual    stoves,    30;    single    gas, 

30-32,  3Z 

James  Yeatman  Public  High  School, 

68,  90 
Jersey  City  Elementary  School,  64 

Kerosene  stoves,  28,  30 

Laundry  work,  49,  50,  82,  83;  port- 
able equipment  for,  50-52,  53, 
85,  86 ;  stationary  equipment  for, 

53,  54 
Lillian  Massey  School,  21 
Linen,  64 
Los     Angeles,     Public    Elementary 

School,    68,    72;     Public    High 

School,  68,  72 

Macdonald  College,  6,  37,  54,  72,  83, 
91,  92;  rural  school  equipment 
of,  62-63,  67,  85,  86 

Mechanics  Institute,  34,  35,  65,  84,  91 

103 


I04 


Index 


Minneapolis  Public  Elementary 
School,  72 

Newark  Public  Elementary  School, 

72 
New  York  Public  Schools,  68,  72, 

82,  89 

Ogden  Cooking  School,  87 
Ontario  Public  School,  64 

Packing  box  equipment,  16,  S7f  61, 

62,85 
Philadelphia    Public    Elementary 

School,  68 
Plate  warmer,  39 
Portable  equipment,  80,  81,  85,  86, 

93,  94.    See  Laundry  work 
Practice  house,  79 
Pratt  Institute,  49 

Refrigerators,  38,  64,  67 
Rooms  for  domestic  science,  chim- 
neys and  flues  of,  8 ;  floors  of,  9, 

10,  II ;  location  and  exposure  of, 
7 ;  number  of,  5 ;  pipes  and  elec- 
tric fittings  of,  8,  64;  shape  and 
size  of,  6;  ventilation  of,  7,  8; 
wall  finis'i  of,  8,  9,  12 ;  windows 
and  doors  of,  8;  woodwork  of, 

11,  12 

Rural  school  equipment,  62-63,  85, 
86,    See  Macdonald  College 

Saginaw  Manual  Training  High 
School,  54 

School  apartment,  80 

School  kitchens,  models  for,  8,  9,  10, 
II,  12,  13,  14,  15,  59,  85,  90,  91, 
92.    See  Rooms 

School  lunchroom  as  a  cooking 
laboratory,  85 

School  of  Household  Arts,  Teach- 
ers College,  6,  15,  20,  23,  31,  zz, 

44,  54 
School  of  Practical  Arts,  71,  72 
Seats,  26 ;  attached,  27,  28,  67 ;  stools 

as,  26,  27,  64,  66 


Seattle  Public  Elementary  School, 
68;  Public  High  School,  68 

Shelves,  36,  37,  80 ;  cost  of,  37,  65,  66 

Simmons  College,  34,  35 

Sinks,  24,  25,  35 ;  cost  of,  26 ;  ma- 
terial for,  36 

Specimens,  45 

Speyer  School,  64,  73 

St.  Louis,  Public  Elementary  School, 
72 ;  Public  High  School,  73 

Stoves,  28;  kinds  of,  28,  29,  30-35; 
prices  of,  29,  35,  64,  65,  67; 
sizes  of,  29 

Supply  tables,  38,  60,  67 

Tables.    See  Work  tables 
Table  setting,  equipment  for,  49,  79 
Tenafly  Public  School,  7,  88 
Toledo     Manual     Training    High 
School,  30,  2>z 

Uniforms     for    students,    45 ;     for 

teacher,  46 
Unit  kitchen,  84 

University  of  Illinois,  6,  67,  84,  92,  93 
University  of  Nebraska,  6,  48 
University  of  Wisconsin,  43 
Utensils,  39;  lists  of,  40-42,  43,  61, 
62,  63,  64,  65,  66,  67,  68;   ma- 
terial for,  39,  40;  sizes  of,  40 

Wall  finish.    See  Rooms 
Washington  Atypical  School,  68 
Washington,    Public    Elementary 
School,    72,    87;    Public    High 
School,  68,  72, 
Work    tables,    14,    15,    16;    double 
parallel,    18;    fixed,    17;    group, 
18,    19,    36;    movable,    16,    17; 
parallel,   17,   18,  35,  90;  rectan- 
gular,   17,    18,    19,    35,    89,    90; 
single,  in  rows,  20;  slanted,  17, 

18,  19 

attachments  for,  24;  cost  of,  26, 
64,  65,  66,  67 ;  cost  of  tops  for, 
26;  materials  for,  24,  25,  26; 
shelves,  drawers,  cupboards  of, 

19,  20-23,  24,  25,  27,  80,  90 


Date  Due                        ! 

1 

J^NOBI 

987 

MAR  ^"^0 

992 

1 

<J^c^ 

J 

m 


a.( 


BOSTON  COLLEGE 


3  903 


01076980  0 


AUTHOR 


TITLE 


s'fh^ 


BOSTON  COLLEGE  LIBRARY 

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